Lynwood High School School Accountability Report Card, 2012–2013 Lynwood Unified School District

» An annual report to the community about teaching, learning, test results, resources, and measures of progress in our school.

Published by SCHOOL WISE PRESS Lynwood High School School Accountability Report Card, 2012–2013 Lynwood Unified School District

This School Accountability Report Card (SARC) provides information that can be used to evaluate and compare schools. State and federal laws require all schools to publish a SARC each year. The information in this report represents the 2012–2013 school year, not the current school year. In most cases, this is the most recent data available. We present our school’s results next to those of the average high school in the county and state to provide the most meaningful and fair comparisons. To find additional facts about our school online, please use the DataQuest tool offered by the California Department of Education. » Contents Please note that words that appear in a smaller, bold typeface are links in the online ONLINE USERS: CLICK ON A TITLE TO JUMP TO THAT SECTION version of this report to more information. You can find a list of those linked words and Principal’s Message their Web page URLs at: Measures of Progress http://pub.schoolwisepress.com/sarc/ Student Achievement links_2013_en.html Preparation for College and the Workforce Reports about other schools are available on Students the California Department of Education Web site. Climate for Learning Internet access is available in local libraries. Leadership, Teachers, and Staff If you have any questions related to this Resources report, or would like to request a hardcopy version, please contact our school office. School Expenditures Adequacy of Key Resources 2013–2014 How to Contact Our School 4050 E. Imperial Hwy. Data Almanac Lynwood, CA 90262 Principal: Carlos Zaragoza Phone: (310) 603-1582 How to Contact Our District 11321 Bullis Rd. Lynwood, CA 90262 Phone: (310) 886-1600 http://www.lynwood.k12.ca.us/

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» Principal’s Message

Lynwood High School is a comprehensive high school that provides a variety of programs to meet the needs of all students. At Lynwood, our Grade range focus is that all students meet the A-G requirements and have an and calendar opportunity to go to a university. 9–12 With district support, we are looking to exit Program Improvement by TRADITIONAL next year. Our teachers are constantly striving to improve the instruction Academic in the classroom and align their curriculum to the state standards. The Performance Index teachers are attending several professional development workshops and 660 working collaboratively to improve student achievement. All of the core County Average: 725 content subjects have aligned their curriculum and use common State Average: 750 assessments to drive their instruction. This next year our professional Student enrollment development will focus on the transition to the Common Core 2,331 curriculum. Common Core is a set of standards developed by the federal County Average: 1,294 government in the hopes of unifying education standards nationwide. State Average: 1,114 Lynwood High School offers 13 Advanced Placement courses that are available to any student willing to challenge themselves with a college level curriculum. We also have an AVID program that supports students for four years to gain access to college through tutorials and field trips. We have support at Lynwood High School for students that are in GATE or special education. Lynwood High School also has an Art Academy where students can take several courses within the visual arts department. We have an award- winning band program that we are looking to expand, which has participated in several community parades and state competitions. We have a full-time college technician and six 9th-12th grade counselors that are available to provide guidance to our students in college or career goals. Our counselors also provide social and emotional support for our students and help families find support through referrals to outside organizations. Our school offers several CTE courses that have partnerships with local community colleges. We have a partnership with El Camino/Compton College where our students are able to take college courses on our campus. Lynwood High School’s goal is to also provide opportunities for students to express themselves through extra-curricular groups or organizations. We currently have several clubs on campus that provide an opportunity for students to do community service. We also have clubs that provide real life experiences beyond the school with field trips and competitions. There are new clubs and organizations at Lynwood High School each year.

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 2 Lynwood High School also fields 13 varsity sports in the fall, winter and spring. We compete in the San Gabriel Valley League of CIF and are one of the top athletic programs in the area. Along with the varsity teams we also have several junior varsity teams to allow the opportunity for students to represent the school athletically. This year our girls’ basketball team won its second consecutive CIF title. Our current enrollment is 2,250 students in grades nine through twelve on a traditional school calendar system. Our staff members believe that each child has the right to a quality education and embraces the responsibility for promoting the growth and developing continuing, productive citizens. We are continuously evaluating each of our programs to determine what areas we need to improve in. We realize that there is a lot of room for growth at Lynwood High School and we are constantly looking for ways to connect students and provide the best education possible for all of our students. We have recently been awarded a School Improvement Grant (SIG) that will be in effect until the 2014-15 school year. With this grant we will continue to accelerate the growth that we are experiencing academically by hiring extra support staff and purchase technology that will help us transition to the common core.

Carlos Zaragoza, PRINCIPAL

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 3 Major Achievements • Lynwood High School met all 18 of its federal Adequate Yearly Progress targets. By meeting all 18 targets, Lynwood High School has met safe harbor for the first time since it was placed in the program improvement in 2007. All of Lynwood High School’s subgroups demonstrated significant growth on proficiency in math and English and the school met its targets by increasing its API score 28 points and increasing graduation rates to 79.8%. Lynwood High School expects to meet all 18 targets this year, which will exit Lynwood High School from program improvement status. • This year, Lynwood High School offered online courses through APEX for the first time. These courses allowed students to recover credits in order to complete graduation requirements. The APEX courses were also used to supplement the curriculum in many of our Advanced Placement courses. These courses allowed students to take courses that were not offered at Lynwood High School in order for students to meet graduation requirements. • In collaboration with Absolute Value consulting, Lynwood High School had eight Saturday sessions of Math Academy. Math Academy was a support program for students in math courses from Algebra 1 through Calculus. The academy was very beneficial to our students and the results were evident on our increased API scores. • Through the Safe and Supportive Schools grant, our students put on a production of the “Every 15 min- utes” program. The program was targeted at informing students on the consequences associated with drinking and driving. The production was a two-day program where students were pulled from their classroom by a grim reaper reenacting a drunk driving related death. The program then moved to Impe- rial Highway where there was a reenactment of an actual accident scene with two students dying. The program ended on day two with a memorial service for the student victims. The program was very suc- cessful and impacted the entire student body. • For the second year in a row, our girls’ basketball team won the Southern Section CIF championship, and eventually, the State Championship. This is the school’s fourth state championship in girls’ basketball. Focus for Improvement • Lynwood High School has improved significantly in several academic areas this school year, but the school has identified areas of improvement. Historically our subgroups have underperformed for several years. The school’s focus this year is to support our English Learners and Students with Disabilities so that the achievement gap decreases. Teachers will be monitoring students within their classes and pro- viding differentiated instruction to students within those two subgroups. • Lynwood has also identified Algebra 1 as an area of focus. The school has purchased licenses with an online program for Algebra 1 that will provide support for students at school and at home, and will support students in mastering the state standards. • Lynwood High School continues to find ways to improve student success in classes. The staff will continue to analyze the number of students receiving Ds and Fs in order to reflect on their teaching so that students have more success in classes. The D/F rate has an impact on the school’s graduation rate since it requires students to take credit recovery courses and summer school courses to make up classes.

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 4

MEASURES OF PROGRESS Academic Performance Index

The Academic Performance Index (API) is California’s way of comparing CALIFORNIA schools based on student test scores. The index was created in 1999 to help API parents and educators recognize schools that show progress and identify schools ACADEMIC PERFORMANCE INDEX that need help. It is also used to compare schools in a statewide ranking system. Met schoolwide growth target Yes The California Department of Education (CDE) calculates a school’s API using Met growth target student test results from the California Standards Tests and, for high schools, the for prior school year Yes California High School Exit Exam (CAHSEE). APIs range from 200 to 1000. API score The CDE expects all schools to eventually obtain APIs of at least 800. Additional 660 information on the API can be found on the CDE Web site. Growth attained from prior year +28 Lynwood’s API was 660 (out of 1000). This is an increase of 28 points Met subgroup* compared with last year’s API. About 99 percent of our students took the test. growth targets No

You can find three years of detailed API results in the Data Almanac that SOURCE: API based on spring 2013 test cycle. Growth scores alone are displayed and are accompanies this report. current as of December 2013. *Ethnic groups, English Learners, special ed API RANKINGS: Based on our 2011–2012 test results, we started the 2012–2013 students, or socioeconomic groups of students that make up 15 percent or more of a school’s student body. These groups must meet AYP and school year with a base API of 632. The state ranks all schools according to this API goals. N/A - Results not available. score on a scale from 1 to 10 (10 being highest). Compared with all high schools in California, our school ranked 1 out of 10. SIMILAR SCHOOL RANKINGS: We also received a second ranking that compared us with the 100 schools with the most similar students, teachers, and class sizes. Compared with these schools, our school ranked 1 out of 10. The CDE recalculates this factor every year. To read more about the specific elements included in this calculation, refer to the CDE Web site. API GROWTH TARGETS: Each year the CDE sets specific API “growth targets” for every school. It assigns one growth target for the entire school, and it sets additional targets for ethnic groups, English Learners, special education students, or socioeconomic subgroups of students that make up a significant portion of the student body. Schools are required to meet all of their growth targets. If they do, they may be eligible to apply for awards through the California School Recognition Program and the Title I Achieving Schools Program. We did not meet some or all of our assigned growth targets during the 2012–2013 school year. Just for reference, 33 percent of high schools statewide met their growth targets.

API, Spring 2013

ALL STUDENTS IN THIS SCHOOL 660

STATE AVERAGE 750

STUDENT SUBGROUPS

African American 642

Hispanic/Latino 661

Low income 659

English Learners 598

Learning disabled 354

200 300 400 500 600 700 800 900 1000

SOURCE: API based on spring 2013 test cycle. State average represents high schools only. NOTE: Only groups of students that represent at least 15 percent of total enrollment are calculated and displayed as student subgroups.

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 5

Adequate Yearly Progress FEDERAL In addition to California’s accountability system, which measures student AYP ADEQUATE YEARLY PROGRESS achievement using the API, schools must also meet requirements set by the Met AYP federal education law known as No Child Left Behind (NCLB). This law requires Yes all schools to meet a different goal: Adequate Yearly Progress (AYP). Met schoolwide participation rate Yes We met all 18 criteria for yearly progress. As a result, we succeeded at making Met schoolwide test AYP. Our school is also on the federal watchlist known as Program score goals Yes Improvement (PI). See the next page for background on this matter and an Met subgroup* explanation of the consequences. participation rate Yes Met subgroup* test To meet AYP, high schools must meet four criteria. First, a certain percentage score goals Yes of students must score at or above Proficient levels on the California High Met schoolwide API School Exit Exam (CAHSEE) and the California Alternate Performance for AYP Yes Assessment (CAPA): 88.9 percent on the English/language arts test and 88.7 Met graduation rate percent on the math test. All significant ethnic, English Learners, special Yes education, and socioeconomic subgroups of students also must meet these goals. Program Improvement Yes Second, the schools must achieve an API of at least 770 or increase their API by school in 2013 one point from the prior year. Third, 95 percent of tenth grade students must SOURCE: AYP is based on the Accountability Progress Report of September 2013. A school take the CAHSEE or CAPA. Fourth, the graduation rate for the class of 2012 can be in Program Improvement based on students’ test results in the 2012–2013 school must be higher than 90 percent (or satisfy alternate improvement criteria). year or earlier.

*Ethnic groups, English Learners, special ed If even one subgroup of students fails to meet just one of the criteria, the school students, or socioeconomic groups of students that make up 15 percent or more of a school’s student body. These groups must meet AYP and fails to meet AYP. While all schools must report their progress toward meeting API goals. N/A - Results not available. AYP, only schools that receive federal funding to help economically disadvantaged students are actually penalized if they fail to meet AYP goals. Schools that do not make AYP for two or more years in a row in the same subject enter Program Improvement (PI). They must offer students transfers to other schools in the district and, in their second year in PI, tutoring services as well.

Adequate Yearly Progress, Detail by Subgroup ● MET GOAL ● DID NOT MEET GOAL – NOT ENOUGH STUDENTS

English/Language Arts Math The table at left shows our success or failure in meeting DID 95% DID 88.9% DID 95% DID 88.7% OF STUDENTS ATTAIN OF STUDENTS ATTAIN AYP goals in the 2012–2013 TAKE THE PROFICIENCY TAKE THE PROFICIENCY school year. The green dots CAHSEE OR ON THE CAHSEE CAHSEE OR ON THE CAHSEE CAPA? OR CAPA? CAPA? OR CAPA? represent goals we met; red dots indicate goals we missed. SCHOOLWIDE RESULTS ● ● ● ● Just one red dot means that we failed to meet AYP. SUBGROUPS OF STUDENTS NOTE: Dashes indicate that too Low income ● ● ● ● few students were in the category to draw meaningful Students learning English ● ● ● ● conclusions. Federal law requires valid test scores from STUDENTS BY ETHNICITY at least 50 students for Hispanic/Latino ● ● ● ● statistical significance.

SOURCE: AYP release of September 2013, CDE.

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 6

Program Improvement, a Federal Intervention Program FEDERAL INTERVENTION PROGRAM A BRIEF HISTORY OF OUR SCHOOL’S PLACEMENT IN PROGRAM PI PROGRAM IMPROVEMENT IMPROVEMENT: Lynwood has been in Program Improvement (PI) since 2006. In PI since 2006 In 2013, the school met all of its goals, so it remained at stage (year) 5. There Stage 5 of 5 are five stages in total. In California, 242 high schools were in stage 5 of PI as of of PI December 2013. Change No change THE STAGES OF PROGRAM IMPROVEMENT: Program Improvement is a five- in 2013 (made AYP) SOURCE: PI status is based on the Accountability stage process for monitoring, improving, and, if necessary, reorganizing any Progress Report of September 2013. A school can be in Program Improvement based on students’ school that receives federal money under the Title I section of No Child Left test results in the 2012–2013 school year or Behind (NCLB). Schools in PI get extra attention from their district office to earlier. help them improve. When a school misses even one of its goals for Adequate Yearly Progress, it is at risk of entering PI. If a school misses the same AYP goals two years in a row, it enters stage 1 of PI. Each subsequent year that a school misses any of its AYP goals, it goes one stage deeper into the process. Each stage results in increasingly severe consequences. The first stage gives parents the right to choose another school. In the second stage, students have the right to free tutoring in addition to the option to change schools. The last three stages can result in a change of staff and leadership, the conversion of the school to charter status, transferring the school to another district, or even the school’s closure.

PI AYP GOALS NOT MET ■ YEAR STAGE SUMMARY OF EVENTS FOR THIS YEAR AYP GOALS MET ■

2010 5 We met nine of the 18 criteria for Adequate Yearly ■■■■■■■■■■■■■■■■■■ Progress. As a result, the school moved to stage 5 of Program Improvement. 2011 5 We met ten of the 18 criteria for Adequate Yearly ■■■■■■■■■■■■■■■■■■ Progress. Because we were already at stage 5 of Program Improvement, the school remained at stage 5. 2012 5 We met nine of the 18 criteria for Adequate Yearly ■■■■■■■■■■■■■■■■■■ Progress. Because we were already at stage 5 of Program Improvement, the school remained at stage 5. 2013 5 Our school met all of its criteria for progress. This good ■■■■■■■■■■■■■■■■■■ news enabled the school to reach the halfway mark on the road to exiting Program Improvement. In order to exit PI, a school has to meet its Adequate Yearly Progress targets two years in a row.

SOURCE: PI status is based on the Accountability Progress Report of September 2013. A school can be in Program Improvement based on students’ test results in the 2012–2013 school year or earlier. Some schools were in Program Improvement prior to the passage of No Child Left Behind, when the definition of PI was significantly modified. CONSEQUENCES PARENTS: Because Lynwood is in stage (year) 5 of PI, parents of students have two options. They can enroll their children in different schools in the district. To see the list of these schools, parents can contact either the principal or the district office staff. Their children are also entitled to free tutoring. Details about the district’s list of approved tutoring providers are available from the district office. More information about both options is available on the US Department of Education Web site. SCHOOL: The district is likely to be recruiting a new staff and principal. DISTRICT: The district is taking its most serious corrective steps. It is acting on its plan for a complete reorganization of the school. That reorganization should include one or more of the following: replacing the entire school staff; reopening the school as a charter school; contracting with an outside agency to run the school; and changing the internal organizational structure of the school. The district is also notifying parents of the school’s reorganization.

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 7

STUDENT ACHIEVEMENT

Here you’ll find a three-year summary of our students’ scores on the California Standards Tests (CST) in selected subjects. We compare our students’ test scores with the results for students in the average high school in California. On the following pages we provide more detail for each test, including the scores for different subgroups of students. In addition, we provide links to the California Content Standards on which these tests are based. If you’d like more information about the CST, please contact our principal or our teaching staff. To find grade-level-specific scores, you can refer to the Standardized Testing and Reporting (STAR) Web site. Other tests in the STAR program can be found on the California Department of Education (CDE) Web site. California Standards Tests BAR GRAPHS BELOW SHOW THESE PROFICIENCY GROUPS (LEFT TO RIGHT): FAR BELOW BASIC BELOW BASIC BASIC PROFICIENT ADVANCED

2012–2013 2011–2012 2010–2011 TESTED SUBJECT LOW SCORES HIGH SCORES LOW SCORES HIGH SCORES LOW SCORES HIGH SCORES

ENGLISH/LANGUAGE ARTS Our school 33% 31% 28% Percent Proficient or higher Average high school 56% 54% 52% Percent Proficient or higher

GEOMETRY Our school 8% 13% 3% Percent Proficient or higher Average high school 25% 28% 27% Percent Proficient or higher

US HISTORY Our school 36% 38% 20% Percent Proficient or higher Average high school 53% 52% 52% Percent Proficient or higher

BIOLOGY Our school 25% 18% 24% Percent Proficient or higher Average high school 50% 53% 50% Percent Proficient or higher

LIFE SCIENCE (TENTH GRADE) Our school 30% 25% 19% Percent Proficient or higher Average high school 56% 55% 52% Percent Proficient or higher

SOURCE: The scores for the CST are from the spring 2013 test cycle. State average represents high schools only. Whenever a school reports fewer than 11 scores for a particular subgroup at any grade level, the CDE suppresses the scores when it releases the data to the public. Missing data makes it impossible for us to compile complete schoolwide results. Therefore, the results published in this report may vary from other published CDE test scores.

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 8 Frequently Asked Questions About Standardized Tests HAVE THE CALIFORNIA STANDARDS TESTS KEPT UP WITH THE CHANGES IN WHAT WE TEACH? In two subjects, the answer is “yes,” and in two more the answer is “no.” The Common Core transition is the reason for this. The test questions in math and English/language arts in 2012-13 were likely to be less well aligned with the official standards for California curriculum than they were three years ago. But the test questions in social studies and science were just as well aligned in 2012-13 as they were in the past. WHERE CAN I FIND GRADE-LEVEL REPORTS? Due to space constraints and concern for statistical reliability, we have omitted grade-level detail from these test results. Instead we present results at the schoolwide level. You can view the results of far more students than any one grade level would contain, which also improves their statistical reliability. Grade-level results are online on the STAR Web site. More information about student test scores is available in the Data Almanac that accompanies this report. WHAT DO THE FIVE PROFICIENCY BANDS MEAN? Test experts assign students to one of these five proficiency levels, based on the number of questions they answer correctly. Our immediate goal is to help students move up one level. Our eventual goal is to enable all students to reach either of the top two bands, Advanced or Proficient. Those who score in the middle band, Basic, have come close to attaining the required knowledge and skills. Those who score in either of the bottom two bands, Below Basic or Far Below Basic, need more help to reach the Proficient level. HOW HARD ARE THE CALIFORNIA STANDARDS TESTS? Experts consider California’s standards to be among the most clear and rigorous in the country. Just 57 percent of elementary school students scored Proficient or Advanced on the English/language arts test; 63 percent scored Proficient or Advanced in math. You can review the California Content Standards on the CDE Web site. ARE ALL STUDENTS’ SCORES INCLUDED? No. Only students in grades two through eleven are required to take the CST. When fewer than 11 students in one grade or subgroup take a test, state officials remove their scores from the report. They omit them to protect students’ privacy, as called for by federal law. CAN I REVIEW SAMPLE TEST QUESTIONS? Sample test questions for the CST are on the CDE’s Web site. These are actual questions used in previous years. WHERE CAN I FIND ADDITIONAL INFORMATION? The CDE has a wealth of resources on its Web site. The STAR Web site publishes detailed reports for schools and districts, and assistance packets for parents and teachers. This site includes explanations of technical terms, scoring methods, and the subjects covered by the tests for each grade. You’ll also find a guide to navigating the STAR Web site as well as help for understanding how to compare test scores. WHY ARE ONLY SOME OF THE TEST RESULTS PRESENT? California’s test program includes many tests not mentioned in this report. For brevity’s sake, we’re reporting six CST tests usually taken by the largest number of students. We select at least one test from each core subject. For science, we’ve selected biology and the tenth grade life science test. For math, we’ve selected two courses: Algebra I, which students take if they haven’t studied and passed it in eighth grade; and Geometry. In social studies, we’ve selected US History, which is taken by all juniors (eleventh graders). English/language arts summarizes the results of students in grades nine through eleven.

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 9 English/Language Arts (Reading and Writing) BAR GRAPHS BELOW SHOW THESE PROFICIENCY GROUPS (LEFT TO RIGHT): FAR BELOW BASIC BELOW BASIC BASIC PROFICIENT ADVANCED

GROUP LOW SCORES HIGH SCORES PROFICIENT STUDENTS COMMENTS OR TESTED ADVANCED

SCHOOLWIDE AVERAGE 33% 97% SCHOOLWIDE AVERAGE: About 23 percent fewer students at our school scored Proficient or Advanced than at the average high school in California. AVERAGE HIGH SCHOOL 52% 93% IN THE COUNTY

AVERAGE HIGH SCHOOL 56% 94% IN CALIFORNIA

Subgroup Test Scores BAR GRAPHS BELOW SHOW TWO PROFICIENCY GROUPS (LEFT TO RIGHT): FAR BELOW BASIC, BELOW BASIC, AND BASIC PROFICIENT AND ADVANCED

GROUP LOW SCORES HIGH SCORES PROFICIENT STUDENTS COMMENTS OR TESTED ADVANCED

Boys 29% 906 GENDER: About eight percent more girls than boys at our school scored Proficient or Advanced. Girls 37% 841

English proficient 42% 1,285 ENGLISH PROFICIENCY: English Learners scored lower on the CST than students who are proficient in English. Because we give this test in English, English Learners tend English Learners 6% 459 to be at a disadvantage.

Low income 33% 1,543 INCOME: About the same percentage of students from lower-income families scored Proficient or Advanced as our other students. Not low income 32% 201

Learning disabled 0% 128 LEARNING DISABILITIES: Students classified as learning disabled scored lower than students without learning disabilities. The CST is not designed to test the progress Not learning disabled 35% 1,620 of students with moderate to severe learning differences.

African American 24% 98 ETHNICITY: Test scores are likely to vary among students of different ethnic origins. The degree of variance will differ from school to school. Measures of the Hispanic/Latino 33% 1,641 achievement gap are beyond the scope of this report.

SOURCE: The scores for the CST are from the spring 2013 test cycle. County and state averages represent high schools only. Whenever a school reports fewer than 11 scores for a particular subgroup at any grade level, the CDE suppresses the scores when it releases the data to the public. Missing data makes it impossible for us to compile complete schoolwide results. Therefore, the results published in this report may vary from other published CDE test scores. N/A: Not applicable. Either no students took the test, or to safeguard student privacy the CDE withheld all results because very few students took the test in any grade. N/S: Not statistically significant. While we have some data to report, we are suppressing it because the number of valid test scores is not large enough to be meaningful.

The graph to the right shows how our students’ 100 Three-Year Trend: English/Language Arts scores have changed over the years. We present 80 each year’s results in a vertical bar, with students’ Advanced scores arrayed across five proficiency bands. When 60 Proficient Basic viewing schoolwide results over time, remember 40 Below Basic that progress can take many forms. It can be more students scoring in the top proficiency bands 20 Far Below Basic (blue); it can also be fewer students scoring in the 0 Percentage of students lower two proficiency bands (brown and red). who took the test: 20 2011: 97%

English/ Percentage of students You can read the California standards for 2012: 98% 40 language arts on the CDE’s Web site. 2013: 97% 60

80 SOURCE: CDE STAR research file: 2011, 2012, and 2013. 100 2011 2012 2013

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 10 Algebra I BAR GRAPHS BELOW SHOW THESE PROFICIENCY GROUPS (LEFT TO RIGHT): FAR BELOW BASIC BELOW BASIC BASIC PROFICIENT ADVANCED

GROUP LOW SCORES HIGH SCORES PROFICIENT STUDENTS COMMENTS OR TESTED ADVANCED

SCHOOLWIDE AVERAGE 10% 28% SCHOOLWIDE AVERAGE: About 12 percent fewer students at our school scored Proficient or Advanced than at the average high school in California. AVERAGE HIGH SCHOOL 22% 26% IN THE COUNTY

AVERAGE HIGH SCHOOL 22% 26% IN CALIFORNIA

Subgroup Test Scores BAR GRAPHS BELOW SHOW TWO PROFICIENCY GROUPS (LEFT TO RIGHT): FAR BELOW BASIC, BELOW BASIC, AND BASIC PROFICIENT AND ADVANCED

GROUP LOW SCORES HIGH SCORES PROFICIENT STUDENTS COMMENTS OR TESTED ADVANCED

Boys 11% 291 GENDER: About three percent more boys than girls at our school scored Proficient or Advanced. Girls 8% 212

English proficient 13% 334 ENGLISH PROFICIENCY: English Learners scored lower on the CST than students who are proficient in English. Because we give this test in English, English Learners tend English Learners 5% 168 to be at a disadvantage.

Low income 10% 450 INCOME: About five percent fewer students from lower- income families scored Proficient or Advanced than our other students. Not low income 15% 52

Learning disabled 0% 51 LEARNING DISABILITIES: Students classified as learning disabled scored lower than students without learning disabilities. The CST is not designed to test the progress Not learning disabled 11% 453 of students with moderate to severe learning differences.

African American 7% 30 ETHNICITY: Test scores are likely to vary among students of different ethnic origins. The degree of variance will differ from school to school. Measures of the Hispanic/Latino 10% 469 achievement gap are beyond the scope of this report.

The graph to the right shows how our students’ 100 Three-Year Trend: Algebra I scores have changed over the years. Any student in 80 grades nine, ten, or eleven who took algebra is Advanced included in this analysis. We present each year’s 60 Proficient Basic results in a vertical bar, with students’ scores 40 arrayed across five proficiency bands. When Below Basic viewing schoolwide results over time, remember 20 Far Below Basic that progress can take many forms. It can be more 0 Percentage of students students scoring in the top proficiency bands who took the test: 20 (blue); it can also be fewer students scoring in the 2011: 36% Percentage of students 2012: 31% lower two proficiency bands (brown and red). 40 2013: 28% About 28 percent of our students took the algebra 60 CST, compared with 26 percent of all high school 80 students statewide. To read more about SOURCE: CDE STAR research file: 2011, 2012, and 2013. California’s math standards, visit the CDE’s Web 100 site. 2011 2012 2013

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 11 Geometry BAR GRAPHS BELOW SHOW THESE PROFICIENCY GROUPS (LEFT TO RIGHT): FAR BELOW BASIC BELOW BASIC BASIC PROFICIENT ADVANCED

GROUP LOW SCORES HIGH SCORES PROFICIENT STUDENTS COMMENTS OR TESTED ADVANCED

SCHOOLWIDE AVERAGE 8% 35% SCHOOLWIDE AVERAGE: About 17 percent fewer students at our school scored Proficient or Advanced than at the average high school in California. AVERAGE HIGH SCHOOL 23% 26% IN THE COUNTY

AVERAGE HIGH SCHOOL 25% 27% IN CALIFORNIA

Subgroup Test Scores BAR GRAPHS BELOW SHOW TWO PROFICIENCY GROUPS (LEFT TO RIGHT): FAR BELOW BASIC, BELOW BASIC, AND BASIC PROFICIENT AND ADVANCED

GROUP LOW SCORES HIGH SCORES PROFICIENT STUDENTS COMMENTS OR TESTED ADVANCED

Boys 10% 324 GENDER: About three percent more boys than girls at our school scored Proficient or Advanced. Girls 7% 309

English proficient 10% 454 ENGLISH PROFICIENCY: English Learners scored lower on the CST than students who are proficient in English. Because we give this test in English, English Learners tend English Learners 3% 178 to be at a disadvantage.

Low income 9% 549 INCOME: About three percent more students from lower- income families scored Proficient or Advanced than our other students. Not low income 6% 84

Learning disabled 0% 48 LEARNING DISABILITIES: Students classified as learning disabled scored lower than students without learning disabilities. The CST is not designed to test the progress Not learning disabled 9% 585 of students with moderate to severe learning differences.

African American 3% 36 ETHNICITY: Test scores are likely to vary among students of different ethnic origins. The degree of variance will differ from school to school. Measures of the Hispanic/Latino 9% 595 achievement gap are beyond the scope of this report.

The graph to the right shows how our students’ 100 Three-Year Trend: Geometry scores have changed over the years. Any student in 80 grades nine, ten, or eleven who took geometry is Advanced included in this analysis. We present each year’s 60 Proficient Basic results in a vertical bar, with students’ scores 40 arrayed across five proficiency bands. When Below Basic viewing schoolwide results over time, remember 20 Far Below Basic that progress can take many forms. It can be more 0 Percentage of students students scoring in the top proficiency bands who took the test: 20 (blue); it can also be fewer students scoring in the 2011: 29% Percentage of students 2012: 46% lower two proficiency bands (brown and red). 40 2013: 35% About 35 percent of our students took the 60 geometry CST, compared with 27 percent of all 80 high school students statewide. To read more SOURCE: CDE STAR research file: 2011, 2012, and 2013. about the math standards for all grades, visit the 100 CDE’s Web site. 2011 2012 2013

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 12 US History BAR GRAPHS BELOW SHOW THESE PROFICIENCY GROUPS (LEFT TO RIGHT): FAR BELOW BASIC BELOW BASIC BASIC PROFICIENT ADVANCED

GROUP LOW SCORES HIGH SCORES PROFICIENT STUDENTS COMMENTS OR TESTED ADVANCED

SCHOOLWIDE AVERAGE 36% 99% SCHOOLWIDE AVERAGE: About 17 percent fewer students at our school scored Proficient or Advanced than at the average high school in California. AVERAGE HIGH SCHOOL 50% 96% IN THE COUNTY

AVERAGE HIGH SCHOOL 53% 96% IN CALIFORNIA

Subgroup Test Scores BAR GRAPHS BELOW SHOW TWO PROFICIENCY GROUPS (LEFT TO RIGHT): FAR BELOW BASIC, BELOW BASIC, AND BASIC PROFICIENT AND ADVANCED

GROUP LOW SCORES HIGH SCORES PROFICIENT STUDENTS COMMENTS OR TESTED ADVANCED

Boys 40% 271 GENDER: About eight percent more boys than girls at our school scored Proficient or Advanced. Girls 32% 283

English proficient 44% 403 ENGLISH PROFICIENCY: English Learners scored lower on the CST than students who are proficient in English. Because we give this test in English, English Learners tend English Learners 15% 147 to be at a disadvantage.

Low income 36% 480 INCOME: About three percent more students from lower- income families scored Proficient or Advanced than our other students. Not low income 33% 72

Learning disabled 5% 41 LEARNING DISABILITIES: Students classified as learning disabled scored lower than students without learning disabilities. The CST is not designed to test the progress Not learning disabled 39% 513 of students with moderate to severe learning differences.

African American 33% 30 ETHNICITY: Test scores are likely to vary among students of different ethnic origins. The degree of variance will differ from school to school. Measures of the Hispanic/Latino 36% 523 achievement gap are beyond the scope of this report.

The graph to the right shows how our eleventh 100 Three-Year Trend: US History grade students’ scores have changed over the years. 80 We present each year’s results in a vertical bar, Advanced with students’ scores arrayed across five proficiency 60 Proficient Basic bands. When viewing schoolwide results over 40 Below Basic time, remember that progress can take many forms. It can be more students scoring in the top 20 Far Below Basic proficiency bands (blue); it can also be fewer 0 Percentage of students students scoring in the lower two proficiency who took the test: 20 bands (brown and red). 2011: 98% Percentage of students 2012: 99% 40 To read more about the eleventh grade US history 2013: 99% standards, visit the CDE’s Web site. 60

80 SOURCE: CDE STAR research file: 2011, 2012, and 2013. 100 2011 2012 2013

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 13 Biology BAR GRAPHS BELOW SHOW THESE PROFICIENCY GROUPS (LEFT TO RIGHT): FAR BELOW BASIC BELOW BASIC BASIC PROFICIENT ADVANCED

GROUP LOW SCORES HIGH SCORES PROFICIENT STUDENTS COMMENTS OR TESTED ADVANCED

SCHOOLWIDE AVERAGE 25% 52% SCHOOLWIDE AVERAGE: About 25 percent fewer students at our school scored Proficient or Advanced than at the average high school in California. AVERAGE HIGH SCHOOL 45% 41% IN THE COUNTY

AVERAGE HIGH SCHOOL 50% 40% IN CALIFORNIA

Subgroup Test Scores BAR GRAPHS BELOW SHOW TWO PROFICIENCY GROUPS (LEFT TO RIGHT): FAR BELOW BASIC, BELOW BASIC, AND BASIC PROFICIENT AND ADVANCED

GROUP LOW SCORES HIGH SCORES PROFICIENT STUDENTS COMMENTS OR TESTED ADVANCED

Boys 26% 482 GENDER: About the same percentage of boys and girls at our school scored Proficient or Advanced. Girls 25% 444

English proficient 32% 691 ENGLISH PROFICIENCY: English Learners scored lower on the CST than students who are proficient in English. Because we give this test in English, English Learners tend English Learners 4% 230 to be at a disadvantage.

Low income 26% 822 INCOME: About four percent more students from lower- income families scored Proficient or Advanced than our other students. Not low income 22% 103

Learning disabled 0% 62 LEARNING DISABILITIES: Students classified as learning disabled scored lower than students without learning disabilities. The CST is not designed to test the progress Not learning disabled 27% 864 of students with moderate to severe learning differences.

African American 21% 47 ETHNICITY: Test scores are likely to vary among students of different ethnic origins. The degree of variance will differ from school to school. Measures of the Hispanic/Latino 25% 875 achievement gap are beyond the scope of this report.

The graph to the right shows how our students’ 100 Three-Year Trend: Biology scores have changed over the years. Any student in 80 grades nine, ten, or eleven who took biology is Advanced included in this analysis. We present each year’s 60 Proficient Basic results in a vertical bar, with students’ scores 40 arrayed across five proficiency bands. When Below Basic viewing schoolwide results over time, remember 20 Far Below Basic that progress can take many forms. It can be more 0 Percentage of students students scoring in the top proficiency bands who took the test: 20 (blue); it can also be fewer students scoring in the 2011: 37% Percentage of students 2012: 60% lower two proficiency bands (brown and red). 40 2013: 52% About 52 percent of our students took the biology 60 CST, compared with 40 percent of all high school 80 students statewide. To read more about the SOURCE: CDE STAR research file: 2011, 2012, and 2013. California standards for science visit the CDE’s Web 100 site. 2011 2012 2013

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 14 Life Science (Tenth Grade) BAR GRAPHS BELOW SHOW THESE PROFICIENCY GROUPS (LEFT TO RIGHT): FAR BELOW BASIC BELOW BASIC BASIC PROFICIENT ADVANCED

GROUP LOW SCORES HIGH SCORES PROFICIENT STUDENTS COMMENTS OR TESTED ADVANCED

SCHOOLWIDE AVERAGE 30% 99% SCHOOLWIDE AVERAGE: About 26 percent fewer students at our school scored Proficient or Advanced than at the average high school in California. AVERAGE HIGH SCHOOL 52% 93% IN THE COUNTY

AVERAGE HIGH SCHOOL 56% 93% IN CALIFORNIA

Subgroup Test Scores BAR GRAPHS BELOW SHOW TWO PROFICIENCY GROUPS (LEFT TO RIGHT): FAR BELOW BASIC, BELOW BASIC, AND BASIC PROFICIENT AND ADVANCED

GROUP LOW SCORES HIGH SCORES PROFICIENT STUDENTS COMMENTS OR TESTED ADVANCED

Boys 34% 319 GENDER: About eight percent more boys than girls at our school scored Proficient or Advanced. Girls 26% 262

English proficient 39% 419 ENGLISH PROFICIENCY: English Learners scored lower on the CST than students who are proficient in English. Because we give this test in English, English Learners tend English Learners 7% 162 to be at a disadvantage.

Low income 31% 512 INCOME: About five percent more students from lower- income families scored Proficient or Advanced than our other students. Not low income 26% 69

Learning disabled 0% 45 LEARNING DISABILITIES: Students classified as learning disabled scored lower than students without learning disabilities. The CST is not designed to test the progress Not learning disabled 33% 536 of students with moderate to severe learning differences.

African American 28% 37 ETHNICITY: Test scores are likely to vary among students of different ethnic origins. The degree of variance will differ from school to school. Measures of the Hispanic/Latino 31% 538 achievement gap are beyond the scope of this report.

The graph to the right shows how our tenth grade 100 Three-Year Trend: Life Science students’ scores on the mandatory life science test 80 have changed over the years. We present each Advanced year’s results in a vertical bar, with students’ scores 60 Proficient Basic arrayed across five proficiency bands. When 40 viewing schoolwide results over time, remember Below Basic Far Below Basic that progress can take many forms. It can be more 20 students scoring in the top proficiency bands 0 Percentage of students (blue); it can also be fewer students scoring in the who took the test: 20 lower two proficiency bands (brown and red). 2011: 97% Percentage of students 2012: 98% 40 You can read the science standards on the CDE’s 2013: 99% Web site. Please note that some students taking 60 this test may not have taken any science course in 80 the ninth or tenth grade. In high school, science SOURCE: CDE STAR research file: 2011, 2012, and 2013. courses are electives. 100 2011 2012 2013

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 15 Other Measures of Student Achievement Lynwood High School is its third year of curriculum alignment. Through curriculum alignment, all four core content areas (math, English, science and social studies) have created five common assessments that are aligned to the state standards. These common assessments have allowed teachers the opportunity to align their curriculum with other teachers teaching the same subjects. After each common assessment teachers meet during refection sessions to analyze student data and create action plans to support students that are not meeting state standards. Teachers also use the common assessment data to drive their instruction for the units that follow. Common assessments are given once every five weeks.

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 16

PREPARATION FOR COLLEGE AND THE WORKFORCE

Lynwood High School is committed to prepare every student for college or career. Every core content course that students are enrolled in has been approved by the College Board as meeting the A-G requirements. All students are enrolled in courses by the guidance department that will meet the A-G requirements. All students in 11th grade are enrolled in a science course and all 12th grade students are enrolled in a math course in order to fulfill the requirements. In the 11th grade, every student takes the Early Assessment Program exam in English. Every student in Algebra 2 or above will take the EAP exam in math. By taking this exam, every 11th grade student will receive a report stating whether they are college ready in English and math. In the 10th grade, every student takes the PSAT in October. This exam will give them an idea of what will be on the SAT exams that students will take in the future years. The exam will also provide our counselors a report of what AP classes students can potentially do well in. All 12th grades students receive information throughout the year on the college application process, and financial aid. With the support of our College and Career Center and Community Partnership Specialist, our students have college representatives visit the center to provide information and the school has a partnership with CALSOAP to support students in the college application process. Lynwood High School regularly provides opportunities to visit college campuses throughout the year. The school also provides transportation to students to university workshops throughout the year. SAT College Entrance Exam

OUR COUNTY STATE KEY FACTOR DESCRIPTION SCHOOL AVERAGE AVERAGE

SAT participation rate Percentage of seniors who took the test 33% 49% 44% SAT critical reading Average score of those who took the SAT 399 466 491 critical reading test SAT math Average score of those who took the SAT math 401 486 510 test SAT writing Average score of those who took the SAT 407 471 491 writing test

SOURCE: SAT test data provided by the College Board for the 2011–2012 school year. County and state averages represent high schools only.

In the 2011–2012 academic year, 33 percent of Lynwood seniors took the SAT, compared with 44 percent of high school students in California. Lynwood students’ average score was 399 on the critical reading portion of the SAT, compared with 491 for students throughout the state. Lynwood students’ average score was 401 on the math portion of the SAT, compared with 510 for students throughout the state. Lynwood students’ average score was 407 on the writing portion of the SAT, compared with 491 for students throughout the state.

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 17

College Preparation

OUR COUNTY STATE KEY FACTOR DESCRIPTION SCHOOL AVERAGE AVERAGE

2012 graduates meeting Percentage of graduates passing all of the 27% 41% 41% UC or CSU course courses required for admission to the UC or CSU requirements systems

SOURCE: Enrollment in UC/CSU qualifying courses comes from CALPADS, October 2012. County and state averages represent high schools only.

In the 2011–2012 school year, 27 percent of Lynwood’s graduates passed courses required for admission to the University of California (UC) or the California State University (CSU) system, compared with 41 percent of students statewide. This number is, in part, an indicator of whether the school is offering the classes required for admission to the UC or CSU systems. The courses that the California State University system requires applicants to take in high school, which are referred to as the A-G course requirements, can be reviewed on the CSU’s official Web site. The University of California has the same set of courses required. Another view of our school’s effectiveness in preparing students for college is to ask: “How many of our students took courses in the 2012-13 school year that met the requirements for admission to the UC or CSU systems?” The answer to that question is contained in the Data Almanac, which is the last section of this annual report.

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 18 Advanced Placement Courses Offered High school students can enroll in courses that are more challenging in their junior and senior years, including Advanced Placement (AP) courses. These courses are intended to be the most rigorous and challenging courses available. Most colleges regard AP courses as the equivalent of a college course.

OUR COUNTY STATE KEY FACTOR DESCRIPTION SCHOOL AVERAGE AVERAGE

Enrollment in AP courses Percentage of AP course enrollments out of 5% 5% 4% total course enrollments

SOURCE: This information provided by the California Department of Education.

The majority of comprehensive high schools offer AP courses, but the number of AP courses offered at any one school varies considerably. Unlike honors courses, AP courses and tests are designed by a national organization, the College Board, which charges fees to high schools for the rights to their materials. The number of AP courses offered is one indicator of a school’s commitment to prepare its students for college, but students’ participation in those courses and their test results are, in part, a measure of student initiative.

Students who take AP courses and pass the AP exams with scores NUMBER OF of 3 or higher may qualify for college credit. Our high school AP COURSES OFFERED COURSES offers 17 different courses that you’ll see listed in the table. Fine and Performing Arts 0 More information about the Advanced Placement program is available from the College Board. Computer Science 0 English 0 Foreign Language 6 Mathematics 4 Science 4 Social Science 3 Total 17

SOURCE: This information is provided by the California Department of Education.

AP Exam Results, 2011–2012

OUR COUNTY STATE KEY FACTOR DESCRIPTION SCHOOL AVERAGE AVERAGE

Completion of AP Percentage of juniors and seniors who 28% 35% 32% courses completed AP courses and took the final exams Number of AP exams Average number of AP exams each of these 1.9 1.8 1.8 taken students took in 2011–2012 AP test results Percentage of AP exams with scores of 3 out of 26% 53% 59% 5 or higher (college credit)

SOURCE: AP exam data provided by the College Board for the 2011–2012 school year.

Here at Lynwood, 28 percent of juniors and seniors took AP exams. In California, 32 percent of juniors and seniors in the average high school took AP exams. On average, those students took 1.9 AP exams, compared with 1.8 for students in the average high school in California.

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 19

California High School Exit PERCENTAGE OF TENTH GRADE Examination STUDENTS SCORING PROFICIENT OR ADVANCED ON THE CAHSEE Students first take the California High School Exit Examination (CAHSEE) OUR DISTRICT STATE in the tenth grade. If they don’t pass SCHOOL AVERAGE AVERAGE either the English/language arts or English/language arts math portion, they can retake the test in the eleventh or twelfth grades. 2012–2013 39% 38% 57% Here you’ll see a three-year summary 2011–2012 30% 34% 56% showing the percentage of tenth graders who scored Proficient or 2010–2011 41% 39% 59% Advanced. (This should not be Math confused with the passing rate, which is set at a somewhat lower level.) 2012–2013 42% 44% 60% Answers to frequently asked questions 2011–2012 29% 35% 58% about the exit exam can be found on 2010–2011 29% 32% 56% the CDE Web site. Additional SOURCE: California Department of Education, SARC research file. information about the exit exam results is also available there.

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 20 The table that follows shows how specific groups of tenth grade students scored on the exit exam in the 2012– 2013 school year. The English/language arts portion of the exam measures whether a student has mastered reading and writing skills at the ninth or tenth grade level, including vocabulary, writing, writing conventions, informational reading, and reading literature. The math portion of the exam includes arithmetic, statistics, data analysis, probability, number sense, measurement, and geometry at sixth and seventh grade levels. It also tests whether a student has mastered algebra, a subject that most students study in the eighth or ninth grade. Sample questions and study guides for the exit exam are available for students on the CDE Web site. CAHSEE Results by Subgroup

ENGLISH/LANGUAGE ARTS MATH

NOT NOT PROFICIENT PROFICIENT ADVANCED PROFICIENT PROFICIENT ADVANCED

Tenth graders 61% 21% 17% 58% 32% 10% African American 66% 20% 14% 73% 24% 3% American Indian or N/A N/A N/A N/A N/A N/A Alaska Native Asian N/A N/A N/A N/A N/A N/A Filipino N/A N/A N/A N/A N/A N/A Hispanic or Latino 61% 21% 18% 58% 32% 10% Pacific Islander N/A N/A N/A N/A N/A N/A White (not Hispanic) N/A N/A N/A N/A N/A N/A Two or more races N/A N/A N/A N/A N/A N/A Male 65% 19% 16% 57% 32% 11% Female 57% 24% 19% 60% 31% 9% Socioeconomically 61% 22% 17% 58% 31% 10% disadvantaged English Learners 94% 4% 2% 84% 14% 2% Students with 100% 0% 0% 98% 2% 0% disabilities Students receiving 64% 18% 18% 45% 55% 0% migrant education services

SOURCE: California Department of Education, SARC research file. Scores are included only when 11 or more students are tested. When small numbers of students are tested, their average results are not very reliable.

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 21

High School Completion PERCENTAGE OF SENIORS This table shows the percentage of GRADUATING seniors in the graduating class of 2013 (CLASS OF 2013) who met our district’s graduation OUR DISTRICT requirements and also passed the GROUP SCHOOL AVERAGE California High School Exit Examination (CAHSEE). We present the All Students 86% 78% results for students schoolwide followed African American 100% 81% by the results for different groups of American Indian or 100% 67% students. Alaska Native Students can retake all or part of the Asian N/A N/A CAHSEE twice in their junior year and up to five times in their senior year. Filipino N/A N/A School districts have been giving the Hispanic or Latino 84% 78% CAHSEE since the 2001–2002 school year. However, 2005–2006 was the first Pacific Islander 100% 67% year that passing the test was required for White (not Hispanic) N/A 100% graduation. Two or more races N/A N/A More data about CAHSEE results, and Socioeconomically 81% 74% additional detail by gender, ethnicity, disadvantaged and English language fluency, is available on the CDE Web site. English Learners 50% 50% Students with disabilities 100% 94%

SOURCE: This data comes from the school district office.

Dropouts and Graduates OUR COUNTY STATE DROPOUT RATE: We define a dropout KEY FACTOR SCHOOL AVERAGE AVERAGE as any student who left school before completing the 2011–2012 school Dropout rate (four year) year, or who hasn’t re-enrolled in Class of 2012 17% 15% 13% school for the 2012–2013 year by October 2012. Class of 2011 29% 17% 15% In the past, identifying dropouts was Class of 2010 28% 19% 17% difficult because students often did not Graduation rate (four year) report why they were leaving or where they were going. Now districts Class of 2012 79% 75% 79% use the Statewide Student Identifier Class of 2011 68% 74% 77% (SSID), which can locate students Class of 2010 70% 70% 75% who have enrolled in schools elsewhere in California, making SOURCE: Dropout data comes from CALPADS, October 2012. dropout counts more accurate. This tracking system has been in place since the 2006–2007 school year. GRADUATION RATE: This is the second year that the California Department of Education has relied upon its new system for counting whether individual students graduate in four years. Because officials have gathered this data for six years, they are now able to report on the graduation rates of the students who graduated in 2010, 2011 and 2012. This new approach to tracking individual students replaces a method of estimating graduation rates based on the numbers of students enrolled in each grade level. As a result, the new method is far more accurate. Note that the high school completion rate we report in the preceding section shows only how many seniors graduated. The rate we report here indicates how students have fared over the four years leading to graduation.

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 22

Workforce Preparation OUR Our high school offers courses intended to help students KEY FACTOR SCHOOL prepare for the world of work. These career technical Number of students 270 education (CTE) courses, formerly known as vocational participating in CTE courses education, are open to all students. The accompanying table shows the percentage of our students who enrolled in a CTE Percentage of students 94% completing a CTE program and course at any time during the school year. We enrolled 270 earning a high school diploma students in career technical education courses. Percentage of CTE courses 92% Lynwood High School provides several CTE courses for coordinated with colleges students interested in Culinary Arts, Building Construction, SOURCE: Information provided by the school district. Automotive technology, Medical Terminology, Dance, Photography and Project Lead the Way. All of the CTE courses have partnerships with local community colleges and upon completion of the program through Lynwood High School students can receive a certificate verifying the number of hours that they completed at LHS. We are currently looking at getting A-G approval for our CTE courses and building some stronger partnerships with private industry. These courses are available to 9th grade students that are interested in these career pathways. You can find information about our school’s CTE courses and advisors in the Data Almanac at the end of this School Accountability Report Card. Information about career technical education policy is available on the CDE Web site.

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 23

STUDENTS

Students’ English OUR COUNTY STATE Language Skills LANGUAGE SKILLS SCHOOL AVERAGE AVERAGE At Lynwood, 78 percent of students English-proficient students 78% 87% 89% were considered to be proficient in English, compared with 89 percent of English Learners 22% 13% 11% high school students in California SOURCE: Language census for the 2012–2013 school year. County and state averages represent high schools overall. only.

Languages Spoken at OUR COUNTY STATE Home by English Learners LANGUAGE SCHOOL AVERAGE AVERAGE Please note that this table describes the Spanish 99% 87% 83% home languages of just the 502 students classified as English Learners. Vietnamese 0% 1% 2% At Lynwood, the language these Cantonese 0% 2% 2% students most often speak at home is Spanish. In California it’s common to Hmong 0% 0% 1% find English Learners in classes with Filipino/Tagalog 0% 1% 2% students who speak English well. When you visit our classrooms, ask Korean 0% 1% 1% our teachers how they work with Khmer/Cambodian 0% 0% 0% language differences among their students. All other 1% 8% 9%

SOURCE: Language census for the 2012–2013 school year. County and state averages represent high schools only.

Ethnicity OUR COUNTY STATE Most students at Lynwood identify ETHNICITY SCHOOL AVERAGE AVERAGE themselves as Hispanic/Latino. In fact, there are about 16 times as many African American 6% 9% 7% Hispanic/Latino students as African Asian American/ 0% 11% 12% American students, the second-largest Pacific Islander ethnic group at Lynwood. The state Hispanic/Latino 94% 62% 49% of California allows citizens to choose more than one ethnic identity, or to White 0% 15% 28% select “two or more races” or “decline SOURCE: California Longitudinal Pupil Achievement Data System (CALPADS), October 2012. County and state averages represent high schools only. to state.” As a consequence, the sum of all responses rarely equals 100 percent.

Family Income OUR COUNTY STATE and Education FAMILY FACTORS SCHOOL AVERAGE AVERAGE The free or reduced-price meal subsidy Low-income indicator 89% 62% 52% goes to students whose families earned less than $42,643 a year (based on a Parents with some college 23% 49% 58% family of four) in the 2012–2013 Parents with college degree 7% 28% 34% school year. At Lynwood, 89 percent SOURCE: The free and reduced-price lunch information is gathered by most districts in October. This data is of the students qualified for this from the 2012–2013 school year. Parents’ education level is collected in the spring at the start of testing. Rarely program, compared with 52 percent do all students answer these questions. of students in California. The parents of 23 percent of the students at Lynwood have attended college and seven percent have a college degree. This information can provide some clues to the level of literacy children bring to school. One precaution is that the students themselves provide this data when they take the battery of standardized tests each spring, so it may not be completely accurate. About 52 percent of our students provided this information.

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 24

CLIMATE FOR LEARNING

Average Class Sizes AVERAGE CLASS SIZES OUR OUR The table at the right shows average class sizes for OF CORE COURSES SCHOOL DISTRICT core courses. The average class size of all courses at Lynwood varies from a low of 24 students to a English 24 25 high of 32. Our average class size schoolwide is 28 History 28 30 students. The average class size for high schools in the state is 26 students. Math 29 30 Science 32 32 Safety SOURCE: California Department of Education, SARC Research File. District averages We currently have a team of six campus safety represent high schools only. officers during school hours that help monitor the campus and assist students with issues that may come up during the day. Two of the safety officers remain after school to supervise the campus during the adult school hours. We have officers on the campus anytime we have students on our campus. We also have six campus monitors that assist with checking visitors in before they step on campus. The monitors also assist in monitor the hallways and restrooms. During lunch, breaks, and before and after school, administrators are stationed throughout the campus to provide additional supervision. With the help of these personnel our traffic during class time has decreased and there is a significant drop in the number of graffiti incidents that occur during school hours. This year we were able to place three surveillance cameras on the interior part of our campus. Lynwood High School is a closed campus, but we do welcome parents and community members to our school. All visitors must check in and sign in at the school office, and wear identification badges while on school grounds. We also have parent volunteers that assist during lunch. Through the SIG grant, the school has contracted with Los Angeles Sheriff’s Department for a full time deputy on campus four days a week. The Comprehensive School Safety Plan was developed by the Safe School Committee in cooperation with local law enforcement in order to comply with Senate Bill 187 of 1997. The plan provides students and staff with the means to ensure a safe and orderly learning environment. Components of the Comprehensive School Safety Plan include the following: child abuse reporting procedures; teacher notification of dangerous pupils’ procedures; disaster response procedures; procedures for safe entering to, and exiting from, school; sexual harassment policy; suspension and expulsion policies; dress code; and discipline policies. Each year the School Safety Plan is followed and updated when necessary. The plan is then shared with our students through our Student Government leaders and with our parents through the different parent committees. We have scheduled disaster drills throughout the school year to give our students and staff an opportunity to practice the procedures laid out in our safety plan. We participate in the statewide Great American Shakeout every year to simulate an earthquake disaster on campus. We are currently in our second year of the Safe and Support Schools (S3) grant. With the grant, we have been able to bring on a Safety coordinator that assists with attendance, and mental health support and referrals. The grant will be used to improve our staff to student relationship, substance abuse prevention and school violence. This grant also allowed us to bring programs to our students on topics such as anti-bullying, drinking and driving, and building positive relationships. The school climate on campus has greatly improved, with higher expectations for all students, and a decrease in the number of disciplinary incidents.

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 25 Schedule Lynwood High School has a traditional six period day schedule. The school also has a late start on Wednesday to allow teachers to collaborate to receive professional development. Parent Involvement The parents in the community of Lynwood are very supportive of the educational programs at Lynwood High School. The generous contributions made by community-based organizations and business entities enrich our Lynwood High School Parent Center, which in turn, promotes parent involvement and participation. Our Parent Center hosts several parent education workshops on a regular basis. We have parent committees that allow parents to be part of the school leadership and decision making process. Our school committees include: School Site Council, English Learner Advisory Committee and School Advisory Committee. Aside from the committees we also have a parent group, Madres al Rescate, which has put together an after school fair for students and parents regarding several issues that teens face on a daily basis. Parents also have the opportunity to serve as volunteers on campus in a variety of roles. Parents that are interested in volunteering can contact the school and speak with the community liaison.

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 26

LEADERSHIP, TEACHERS, AND STAFF Leadership I have completed my third year as principal of Lynwood High School. Previously, I was an administrator for five years. I began teaching in 1991. Each department at Lynwood High School is represented by an elected department chair. Every month we have department chair meetings to discuss issues, policies and concerns that arise from the each department. Administration and chairs meet to develop actions plans for department and staff meetings. We also have a site leadership team which consists of department chairs, an instructional lead, instructional coaches, program coordinators and administrators. The site leadership team meets during the summer to review data and plan staff in-service days. Indicators of Teachers Who May Be Underprepared

OUR COUNTY STATE KEY FACTOR DESCRIPTION SCHOOL AVERAGE AVERAGE

Core courses taught by a Percentage of core courses not taught by a 0% N/A 0% teacher not meeting “highly qualified” teacher according to federal NCLB standards standards in NCLB Out-of-field teaching: Percentage of core courses taught by a teacher 0% N/A N/A courses who lacks the appropriate subject area authorization for the course Fully credentialed Percentage of staff holding a full, clear 99% N/A N/A teachers authorization to teach at the elementary or secondary level Teachers lacking a full Percentage of teachers without a full, clear 1% N/A N/A credential credential

SOURCE: This information provided by the school district. Data on NCLB standards is from the California Department of Education, SARC research file.

PLEASE NOTE: Comparative data (county average and state averages) for some of the data reported in the SARC is unavailable as of December 2013. “HIGHLY QUALIFIED” TEACHERS: The federal law known as No Child Left Behind (NCLB) requires districts to report the number of teachers considered to be “highly qualified.” These “highly qualified” teachers must have a full credential, a bachelor’s degree, and, if they are teaching a core subject (such as reading, math, science, or social studies), they must also demonstrate expertise in that field. The table above shows the percentage of core courses taught by teachers who are considered to be less than “highly qualified.” There are exceptions, known as the High Objective Uniform State Standard of Evaluation (HOUSSE) rules, that allow some veteran teachers to meet the “highly qualified” test who wouldn’t otherwise do so. TEACHING OUT OF FIELD: When a teacher lacks a subject area authorization for a course she is teaching, that course is counted as an out-of-field section. For example, if an unexpected vacancy in a biology class occurs, and a teacher who normally teaches English literature (and who lacks a subject area authorization in science) fills in to teach for the rest of the year, that teacher would be teaching out of field. CREDENTIAL STATUS OF TEACHERS: Teachers who lack full credentials are working under the terms of an emergency permit, an internship credential, or a waiver. They should be working toward their credential, and they are allowed to teach in the meantime only if the school board approves. About one percent of our teachers were working without full credentials. More facts about our teachers, called for by the Williams legislation of 2004, are available on our Accountability Web page, which is accessible from our district Web site. You will find specific facts about misassigned teachers and teacher vacancies in the 2013–2014 school year.

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 27 Districtwide Distribution of Teachers Who Are Not “Highly Qualified”

Here, we report the percentage of core CORE courses in our district whose teachers are COURSES considered to be less than “highly NOT TAUGHT BY qualified” by NCLB’s standards. We HQT IN show how these teachers are distributed DISTRICT FACTOR DESCRIPTION DISTRICT among schools according to the percentage of low-income students Districtwide Percentage of core courses not 0% enrolled. taught by “highly qualified” teachers (HQT) When more than 40 percent of the Schools with more Schools whose core courses are 0% students in a school are receiving than 40% of students not taught by “highly subsidized lunches, that school is from lower-income qualified” teachers considered by the California Department homes of Education to be a school with higher Schools with less Schools whose core courses are 0% concentrations of low-income students. than 25% of students not taught by “highly from lower-income qualified” teachers When less than 25 percent of the homes students in a school are receiving subsidized lunches, that school is SOURCE: Data is from the California Department of Education, SARC research file. considered by the CDE to be a school with lower concentrations of low- income students.

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Staff Development PROFESSIONAL Teachers take some time each year to improve their teaching YEAR DEVELOPMENT DAYS skills and to extend their knowledge of the subjects they teach. Here you’ll see the amount of time each year we set aside for 2012–2013 9.0 their continuing education and professional development. 2011–2012 0.0 2010–2011 0.0

SOURCE: This information is supplied by the school district.

Specialized Resource Staff STAFF The table to the right lists the number of full-time equivalent STAFF POSITION (FTE) qualified support personnel who provide counseling and other pupil support services in our school. These specialists often work part time Academic counselors 6.0 at our school and some may work at more than one school in our Behavioral/career 0.0 district. For more details on statewide ratios of counselors, psychologists, or counselors other pupil services staff to students, see the California Department of Librarians and media 0.0 Education (CDE) Web site. Library facts and frequently asked staff questions are also available there. Psychologists 2.0 ACADEMIC GUIDANCE COUNSELORS: Our school has six full-time Social workers 0.0 equivalent academic counselors, which is equivalent to one counselor for every 389 students. More information about counseling and student Nurses 0.0 support is available on the CDE Web site. Speech/language/ 0.5 hearing specialists Resource specialists 4.0

SOURCE: Data provided by the school district.

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 29 Specialized Programs and Staff In addition to teachers and administrators, our school employs other staff, such as social workers, speech and hearing specialists, school psychologists, nurses, and technology specialists. Students have access to these staff members either individually or through specific programs, although most of them work part-time at our school. For more information on our specialized programs and staff, please contact our principal. Special Education Program Lynwood High School provides support for students with Individualized Education Plans. The school has a variety of support programs to meet the needs of its students with IEPs. There is a resource program where students spend a majority of their day in general education courses and the students receive extra support from a resource teacher. The school also has special day courses that offer the same curriculum as general education but with a special education teacher and smaller class size. Lynwood also has a moderate to severe special education program. In collaboration with Los Angeles County Office of Education, the school has three LACOE special education programs on campus. The goal of the school is to provide the best instruction to all students and meet the needs of students with IEPs. English Learner Program Lynwood High School provides an English Language Development program that strives to transition students into mainstream English courses so that students fulfill the A-G requirements. The school has a three leveled program beginning with ELD 1 that provides support for students that have recently arrived to the United States. Students in the ELD program are students that have been in US schools for less than five years. All of our teachers working with our English Learner population have a CLAD certification. The English Learner students that are not in our ELD program are in mainstream English courses where they receive Academic Language Development through a support class. Students that are not in the support class receive ALD in the mainstream class. Our goal is reclassify all of our English Learners before they complete high school graduation.

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RESOURCES Buildings Lynwood High School was moved to its current location for the school year 1998-99. School facilities include 128 classrooms, a gymnasium with three full courts, a Library/Media Center, a Performing Arts Center, an Administration and Guidance Building, a Food Court, and Cafeteria. The classrooms all have internet access and are in good condition. There are several restrooms but unfortunately some need to be painted on a regular basis because of graffiti or vandalism. Our campus monitors have been assigned to different restrooms to make sure that the restrooms are kept clean and sanitary. A team of custodians ensures classrooms, restrooms, and campus grounds are kept clean and safe. A scheduled maintenance program is administered by Lynwood Unified School District to ensure that all classrooms and facilities are well-maintained and provide a suitable learning environment. The Board of Education approved a facilities upgrade to the football field. The upgrade brought 3,000 capacity bleachers to the field. With the upgrade there was construction of restrooms and concession at the end of the football field. The students were able to host athletic events and graduation on campus for the first time. The district recently secured funding from the Measure K facilities bond that will be used to upgrade several campuses within the district. Lynwood High School will have the gymnasium renovated, along with the addition of artificial turf to the existing football field. Other projects include the painting of the campus exterior and an upgrade to some existing facilities. The final project scheduled for the high school will be the construction of solar panels on campus. The district has approved the solar panel project on the exterior parking lots. More facts about the condition of our school buildings are available in an online supplement to this report called for by the Williams legislation of 2004. What you will find is an assessment of more than a dozen aspects of our buildings: their structural integrity, electrical systems, heating and ventilation systems, and more. The important purpose of this assessment is to determine if our buildings and grounds are safe and in good repair. If anything needs to be repaired, this assessment identifies it and targets a date by which we commit to make those repairs. The guidelines for this assessment were written by the Office of Public School Construction (OPSC) and were brought about by the Williams legislation. You can look at the six-page Facilities Inspection Tool used for the assessment on the Web site of the OPSC. Library The library has two media assistants that are available to support students as they access information in hard copy or digitally. Classes visit the library regularly to access different forms of media for research assignments and information. The library has extended hours to provide opportunity for students to access its services either before school, during lunch or after school.

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 31 Computers Lynwood High School has two computer labs available for classroom instruction. Through the use of categorical funding the school has purchased seven mobile carts with WiFi access that teachers can use in their classrooms. The library also provides access to students before school, during lunch and after school with computers. Through the SIG grant, Lynwood High School is committed to increase technology throughout the campus to give students more access to technology. Textbooks We choose our textbooks from lists that have already been approved by state education officials. For a list of some of the textbooks we use at our school, see the Data Almanac that accompanies this report. We have also reported additional facts about our textbooks called for by the Williams legislation of 2004. This online report shows whether we had a textbook for each student in each core course during the 2013–2014 school year and whether those textbooks covered the California Content Standards. Curriculum and the Transition to the Common Core For many years, panels of scholars have decided what California students should learn and be able to do. Their decisions are known as the California Content Standards, and they apply to all public schools in the state. The textbooks we use and the tests we give are based on these content standards, and we expect our teachers to be firmly focused on them. Policy experts, researchers, and educators consider our state’s standards to be among the most rigorous and challenging in the nation. In 2010, California’s State Board of Education voted to redefine what we teach. We are calling this the Common Core curriculum, because it is common or shared among schools in most states, and because it affects the core subjects. In 2012-2013, our district’s teachers were already delivering a somewhat different curriculum in math and English/language arts. Changes to the science standards will follow in 2013-2014. The California Department of Education (CDE) has published helpful background information about the Common Core curriculum. This includes a helpful video introduction as well as access to a handbook for parents of students in kindergarten through eighth grade. The full math standards are available as well as the standards for English/ language arts. Science Labs Facts about our science labs, called for by the Williams legislation, are available in an online report. What you will find is whether we had sufficient lab equipment and materials for our science lab courses during the 2013– 2014 school year.

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 32

SCHOOL EXPENDITURES

Lynwood High School receives both state and federal funds. Since we are school wide Title 1, we are able to provide support for all of our students using these funds. Our Title 1 funds are used for academic intervention. We have extended day intervention in the areas of math, English, science and social studies. We also provide extended day intervention support for students with disabilities. Through Title 1 we have created CAHSEE intervention classes during the school day for those students that have not passed the CAHSEE. Lynwood also receives EIA/LEP funds that are used to support our English Learners. We use those funds to purchase supplementary materials to assist our students in accessing the core. We also use the funds to hire instructional assistants and a community liaison. Our State Compensatory Education funds are also used for academic intervention as well as supporting our tutors in the AVID program. We have also used these funds for a 9th grade summer transition program that provides intervention in math and English for incoming students. We use our funds for professional development for our teachers such as release time to visit other classes or provide stipends for teachers in their development of intervention programs for our students. With the funds we also provide parent education training for our parents. The school also receives funds from the School Improvement Grant. We just completed the first year of our grant which allows Lynwood High School to hire additional personnel to support the school wide improvement to exit program improvement status. The grant also provides funding to increase the technology on campus and increase STEM-related activities. The grant also provides professional development support to teachers in math and English. The final grant the school receives is the Safe and Supportive Schools grant, which allows the school to host programs on topics such as drug, alcohol, anti-bullying and school safety.

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 33 Spending per Student (2011–2012) To make comparisons possible across schools and districts of varying sizes, we first report our overall spending per student. We base our calculations on our average daily attendance (ADA), which was 2,296 students. We’ve broken down expenditures by the type of funds used to pay for them. Unrestricted funds can be used for any lawful purpose. Restricted funds, however, must be spent for specific purposes set out by legal requirements or the donor. Examples include funding for instructional materials, economic impact aid, and teacher- and principal-training funds.

DISTRICT SCHOOL STATE SCHOOL TYPE OF FUNDS OUR SCHOOL AVERAGE* VARIANCE AVERAGE VARIANCE

Unrestricted funds ($/student) $4,251 $5,290 -20% $5,653 -25% Restricted funds ($/student) $465 $2,632 -82% $3,083 -85% TOTAL ($/student) $4,716 $7,923 -40% $8,736 -46%

SOURCE: Information provided by the school district. * Districts allocate most of their costs to school sites and attribute other costs to the district office. When calculating the district average for school level spending per student, we include these district related costs in the denominator. This will often cause most schools to fall below the district average.

Total Expenditures, by Category (2011–2012) Here you can see how much we spent on different categories of expenses. We’re reporting the total dollars in each category, not spending per student.

UNRESTRICTED RESTRICTED PERCENTAGE OF CATEGORY FUNDS FUNDS TOTAL TOTAL*

Teacher salaries (all certificated staff) $6,594,874 $58,775 $6,653,648 61% Other staff salaries $1,004,597 $246,415 $1,251,011 12% Benefits $1,974,209 $147,803 $2,122,013 20% Books and supplies $80,750 $439,091 $519,842 5% Equipment replacement $0 $0 $0 0% Services and direct support $104,738 $175,632 $280,370 3% TOTAL $9,759,168 $1,067,716 $10,826,884

SOURCE: Information provided by the school district. * Totals may not add up to exactly 100% because of rounding.

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 34 Compensation of Staff with Teaching Credentials (2011–2012) The total of what our certificated staff members earn appears below. A certificated staff person is a school employee who is required by the state to hold teaching credentials, including full-time, part-time, substitute or temporary teachers, and most administrators. You can see the portion of pay that goes to salary and three types of benefits. To make comparisons possible across schools and districts of varying sizes, we first report our compensation per full-time equivalent (FTE) certificated staff member. A teacher/administrator/pupil services person who works full time counts as 1.0 FTE. Those who work only half time count as 0.5 FTE. We had 91 FTE teachers working in our school.

DISTRICT SCHOOL STATE SCHOOL CATEGORY OUR SCHOOL AVERAGE* VARIANCE AVERAGE VARIANCE

Salaries $64,424 $78,350 -18% $71,848 -10% Retirement benefits $0 $0 N/A $5,888 -100% Health and medical benefits $6,051 $7,686 -21% $10,391 -42% Other benefits $9,422 $11,560 -18% $720 1209% TOTAL $79,898 $97,595 -18% $88,847 -10%

SOURCE: Information provided by the school district. * Districts allocate most of their staff costs to school sites, but attribute other staff costs to the district office. One example is a reading resource teacher or librarian who works at all school sites. When calculating the district average for compensation per staff member, we include these district related costs in the denominator. This will often cause most schools to fall below the district average.

Total Certificated Staff Compensation (2011–2012)

Here you can see how much we spent on PERCENTAGE different categories of compensation. We’re CATEGORY TOTAL OF TOTAL* reporting the total dollars in each category, not compensation per staff member. Salaries $5,861,339 81% Retirement benefits $0 0% Health and medical benefits $550,553 8% Other benefits $857,224 12% TOTAL $7,269,116

SOURCE: Information provided by the school district. * Totals may not add up to exactly 100% because of rounding.

TECHNICAL NOTE ON DATA RECENCY: All data is the most current available as of December 2013. The CDE may release additional or revised data for the 2012–2013 school year after the publication date of this report. We rely on the following sources of information from the California Department of Education: California Longitudinal Pupil Achievement Data System (CALPADS) (October 2012); Language Census (March 2013); California Standards Tests (spring 2013 test cycle); Academic Performance Index (September 2013 growth score release); Adequate Yearly Progress (September 2013). DISCLAIMER: School Wise Press, the publisher of this accountability report, makes every effort to ensure the accuracy of this information but offers no guarantee, express or implied. While we do our utmost to ensure the information is complete, we must note that we are not responsible for any errors or omissions in the data. Nor are we responsible for any damages caused by the use of the information this report contains. Before you make decisions based on this information, we strongly recommend that you visit the school and ask the principal to provide the most up-to-date facts available. rev20131231_19-64774-1935436h/15948

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 35

» Adequacy of Key Resources 2013—2014

Here you’ll find key facts about our teachers, textbooks, and facilities during the school year in progress, 2013–2014. Please note that these facts are based on evaluations our staff conducted in accordance with the Williams legislation.

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TEACHERS

Teacher Vacancies The Williams legislation asked districts to disclose how frequently full-time teachers were not permanently assigned to a classroom. There are two general circumstances that can lead to the unfortunate case of a classroom without a full-time, permanently assigned teacher. Within the first 20 days of the start of school, we can be surprised by too many students showing up for school, or too few teachers showing up to teach. After school starts, however, teachers can also be surprised by sudden changes: family emergencies, injuries, accidents, etc. When that occurs, it is our school’s and our district’s responsibility to fill that teacher’s vacancy with a qualified, full-time and permanently assigned replacement. For that reason, we report teacher vacancies in two parts: at the start of school, and after the start of school.

KEY FACTOR 2011–2012 2012–2013 2013–2014

TEACHER VACANCIES OCCURRING AT THE BEGINNING OF THE SCHOOL YEAR

Total number of classes at the start of the year 485 470 475

Number of classes which lacked a permanently assigned teacher within 0 0 0 the first 20 days of school

TEACHER VACANCIES OCCURRING DURING THE SCHOOL YEAR

Number of classes where the permanently assigned teacher left during 10 5 1 the year

Number of those classes where you replaced the absent teacher with a 10 5 1 single new teacher

NOTES:

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Teacher Misassignments A “misassigned” teacher is one who lacks the appropriate subject-area authorization for a class she is teaching. Under the terms of the Williams settlement, schools must inform the public of the number of their teachers who are misassigned. It is possible for a teacher who lacks the authorization for a subject to get special permission—in the form of an emergency permit, waiver, or internship authorization—from the school board or county office of education to teach the subject anyway. This permission prevents the teacher from being counted as misassigned.

KEY FACTOR DESCRIPTION 2011–2012 2012–2013 2013–2014

Teacher Total number of classes taught by teachers 2 3 1 Misassignments without a legally recognized certificate or credential

Teacher Total number of classes that include English 0 0 0 Misassignments in learners and are taught by teachers without Classes that Include CLAD/BCLAD authorization, ELD or SDAIE English Learners training, or equivalent authorization from the California Commission on Teacher Credentialing

Other Employee Total number of service area placements of 2 3 2 Misassignments employees without the required credentials

NOTES: This report was completed on Thursday, January 16, 2014.

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TEXTBOOKS The main fact about textbooks that the Williams legislation calls for described whether schools have enough books in core classes for all students. The law also asks districts to reveal whether those books are presenting what the California content standards calls for. This information is far more meaningful when viewed along with the more detailed description of textbooks contained in our School Accountability Report Card (SARC). There you’ll find the names of the textbooks used in our core classes, their dates of publication, the names of the firms that published them, and more.

ARE THERE TEXTBOOKS OR INSTRUCTIONAL ARE THERE ENOUGH BOOKS FOR EACH MATERIALS IN USE? STUDENT?

PERCENTAGE OF FROM THE MOST STUDENTS HAVING SUBJECT STANDARDS RECENT OFFICIAL BOOKS TO TAKE ALIGNED? ADOPTION? FOR USE IN CLASS? HOME?

English Yes Yes Yes 100%

Math Yes Yes Yes 100%

Science Yes Yes Yes 100%

Social Studies Yes Yes Yes 100%

Foreign Languages Yes Yes Yes 100%

Health Sciences Yes Yes Yes 100%

Visual and Yes Yes Yes 100% Performing Arts

NOTES:

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FACILITIES To determine the condition of our facilities, our district sent experts from our facilities team to inspect them. They used a survey, called the Facilities Inspection Tool, issued by the Office of Public School Construction. Based on that survey, we’ve answered the questions you see on this report. Please note that the information reflects the condition of our buildings as of the date of the report. Since that time, those conditions may have changed.

AREA RATING DESCRIPTION

OVERALL RATING N/A N/A

A. SYSTEMS

Gas Leaks No apparent problems.

Mechanical Problems (Heating, No apparent problems. Ventilation, and Air Conditioning)

Sewer System No apparent problems.

B. INTERIOR

Interior Surfaces (Walls, Floors, No apparent problems. and Ceilings)

C. CLEANLINESS

Overall Cleanliness No apparent problems.

Pest or Vermin Infestation No apparent problems.

D. ELECTRICAL

Electrical Systems and Lighting No apparent problems.

E. RESTROOMS/FOUNTAINS

Bathrooms No apparent problems.

Drinking Fountains (Inside and No apparent problems. Out)

F. SAFETY

Fire Safety (Sprinkler Systems, No apparent problems. Alarms, Extinguishers)

Hazardous Materials (Lead Paint, No apparent problems. Asbestos, Mold, Flammables, etc.)

G. STRUCTURAL

Structural Damage (Cracks in No apparent problems. Walls and Foundations, Sloping Ceilings, Posts or Beams Missing)

Roofs No apparent problems.

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AREA RATING DESCRIPTION

H. EXTERNAL

Playground/School Grounds No apparent problems.

Windows, Doors, Gates, Fences No apparent problems. (Interior and Exterior)

OTHER DEFICIENCIES N/A No apparent problems.

INSPECTORS AND ADVISORS: This report is not yet completed. It is subject to change. The facilities inspection occurred on Tuesday, November 27, 2012. There were no other inspectors used in the completion of this form.

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SCIENCE LABS Many science courses require that students conduct experiments. This gives our students a chance to practice the scientific method, in effect, learning science by doing science. Those courses are what we call lab courses, and, of course, they require equipment and materials. The purpose of the Williams legislation is to inform citizens if our schools have the proper equipment, and enough of it, for students to succeed. This legislation only requires high schools to provide this information. Please note that there is no state standard for equipping science labs. The next best authority we have to rely upon is the policy of our own school board. So you’ll see in our report whether our school board has voted to approve a standard for equipping our science labs. If you have further questions about the condition of our science labs, we recommend you speak with your child’s science teacher directly.

DID THE DISTRICT ADOPT ANY IS THERE A SUFFICIENT SUPPLY OF RESOLUTIONS TO DEFINE MATERIALS AND EQUIPMENT TO COURSE TITLE “SUFFICIENCY”? CONDUCT THE LABS?

No Labs No No

Chemistry a Yes Yes

Chemistry B Yes Yes

AP Physics Yes Yes

Earth Science A Yes Yes

Earth Science B Yes Yes

Notes

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Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 43

» Data Almanac

This Data Almanac provides additional information about students, teachers, student performance, accountability, and district expenditures.

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STUDENTS AND TEACHERS Student Enrollment by Ethnicity and Student Enrollment Other Characteristics by Grade Level The ethnicity of our students, estimates of their family Number of students enrolled income and education level, their English fluency, and in each grade level at our school. their learning-related disabilities. GRADE LEVEL STUDENTS GROUP ENROLLMENT Kindergarten 0 Number of students 2,331 Grade 1 0 Black/African American 6% Grade 2 0 American Indian or Alaska Native 0% Grade 3 0 Asian 0% Grade 4 0 Filipino 0% Grade 5 0 Hispanic or Latino 94% Grade 6 0 Pacific Islander 0% Grade 7 0 White (not Hispanic) 0% Grade 8 0 Two or more races 0% Grade 9 617 Ethnicity not reported 0% Grade 10 603 Socioeconomically disadvantaged 89% Grade 11 592 English Learners 56% Grade 12 519 Students with disabilities 8% SOURCE: CALPADS, October 2012. SOURCE: All but the last three lines are from the annual census, CALPADS, October 2012. Data about students who are socioeconomically disadvantaged, English Learners, or learning disabled come from the School Accountability Report Card unit of the California Department of Education.

Average Class Size by Core Course The average class size by core courses.

SUBJECT 2010–2011 2011–2012 2012–2013

English 28 31 24 History 30 32 28 Math 26 32 29 Science 31 31 32

SOURCE: CALPADS, October 2012.

Average Class Size by Core Course, Detail The number of classrooms that fall into each range of class sizes.

2010–2011 2011–2012 2012–2013

SUBJECT 1–22 23–32 33+ 1–22 23–32 33+ 1–22 23–32 33+

English 20 26 40 17 23 50 30 21 49 History 9 16 25 8 7 36 17 12 36 Math 23 28 28 12 14 52 20 16 47 Science 7 9 27 10 11 41 7 9 45

SOURCE: CALPADS, October 2012.

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 45 Physical Fitness

Students in grades five, seven, and nine PERCENTAGE OF STUDENTS take the California Fitness Test each MEETING HEALTHY FITNESS ZONES year. This test measures students’ MET FOUR OR MET FIVE OR aerobic capacity, body composition, MORE MORE MET ALL SIX muscular strength, endurance, and GRADE LEVEL STANDARDS STANDARDS STANDARDS flexibility using six different tests. The table shows the percentage of students Grade 5 N/A N/A N/A at our school who scored within the Grade 7 N/A N/A N/A “healthy fitness zone” on four, five, and all six tests. More information about Grade 9 62% 40% 20% physical fitness testing and standards is SOURCE: Physical fitness test data is produced annually as schools test their students on the six Fitnessgram available on the CDE Web site. Standards. This information is from the 2012–2013 school year.

Suspensions and Expulsions OUR DISTRICT STATE At times we find it necessary to suspend KEY FACTOR SCHOOL AVERAGE AVERAGE students who break school rules. We report only suspensions in which Suspensions per 100 students students are sent home for a day or 2012–2013 33N/A longer. We do not report in-school 2011–2012 18 17 N/A suspensions, in which students are removed from one or more classes 2010–2011 30 23 14 during a single school day. Expulsion is Expulsions per 100 students the most serious consequence we can impose. Expelled students are removed 2012–2013 00N/A from the school permanently and 2011–2012 00N/A denied the opportunity to continue learning here. 2010–2011 111

SOURCE: Information for the two most recent years provided by the school district. Prior data is from the During the 2012–2013 school year, we Consolidated Application published by the California Department of Education. The numbers above are a ratio of suspension or expulsion events, per 100 students enrolled. District and state averages represent high schools had 79 suspension incidents. We had no only. incidents of expulsion. To make it easy to compare our suspensions and expulsions to those of other schools, we represent these events as a ratio (incidents per 100 students) in this report. Please note that multiple incidents may involve the same student.

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 46 Teacher Credentials The number of teachers assigned to the school with a full credential and without a full credential, for both our school and the district. We also present three years’ of data about the number of teachers who lacked the appropriate subject-area authorization for one or more classes they taught.

SCHOOL DISTRICT

TEACHERS 2010–2011 2011–2012 2012–2013 2012–2013

With Full Credential N/A 97 89 568 Without Full Credential N/A 1 1 1 Teaching out of field N/A 0 0 0

SOURCE: Information provided by the school district.

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STUDENT PERFORMANCE California Standardized Testing and Reporting Program The California Standards Tests (CST) show how well students are doing in learning what the state content standards require. The CST include English/language arts, mathematics, science, and history/social science in grades nine through eleven. Student scores are reported as performance levels. We also include results from the California Modified Assessment and California Alternative Performance Assessment (CAPA). STAR Test Results for All Students: Three-Year Comparison The percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most current three-year period.

SCHOOL DISTRICT STATE PERCENT PROFICIENT OR PERCENT PROFICIENT OR PERCENT PROFICIENT OR ADVANCED ADVANCED ADVANCED

SUBJECT 2011 2012 2013 2011 2012 2013 2011 2012 2013

English/ 27% 31% 33% 35% 39% 39% 54% 56% 55% language arts History/social 18% 29% 32% 22% 31% 33% 48% 49% 49% science Mathematics 5% 9% 10% 32% 34% 37% 49% 50% 50% Science 19% 25% 30% 32% 40% 37% 57% 60% 59%

SOURCE: STAR results, spring 2013 test cycle, as interpreted and published by the CDE unit responsible for School Accountability Report Cards.

STAR Test Results by Student Subgroup: Most Recent Year The percentage of students, by subgroup, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

STUDENTS SCORING PROFICIENT OR ADVANCED

HISTORY/ ENGLISH/LANGUAGE SOCIAL ARTS SCIENCE MATHEMATICS SCIENCE STUDENT SUBGROUP 2012–2013 2012–2013 2012–2013 2012–2013

African American 24% 29% 5% 28% American Indian or Alaska Native N/A N/A N/A N/A Asian N/A N/A N/A N/A Filipino N/A N/A N/A N/A Hispanic or Latino 33% 32% 10% 31% Pacific Islander or Native Hawaiian N/A N/A N/A N/A White (not Hispanic) N/A N/A N/A N/A Two or more races N/A N/A N/A N/A Boys 29% 36% 11% 34% Girls 37% 27% 9% 26% Socioeconomically disadvantaged 33% 32% 10% 31% English Learners 7% 11% 4% 7% Students with disabilities 3% 3% 4% N/A Receives migrant education services 33% N/A 5% 50%

SOURCE: STAR results, spring 2013 test cycle, as interpreted and published by the CDE unit responsible for School Accountability Report Cards.

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 48

ACCOUNTABILITY California Academic Performance Index (API) The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. APIs range from 200 to 1000, with a statewide target of 800. Detailed information about the API can be found on the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/. API Ranks: Three-Year Comparison The state assigns statewide and similar-schools API ranks for all schools. The API ranks range from 1 to 10. A statewide rank of 1 means that the school has an API in the lowest 10 percent of all high schools in the state, while a statewide rank of 10 means that the school has an API in the highest 10 percent of all high schools in the state. The similar-schools API rank reflects how a school compares with 100 statistically matched schools that have similar teachers and students.

API RANK 2010–2011 2011–2012 2012–2013

Statewide rank 111 Similar-schools rank 111

SOURCE: The API Base Report from May 2013.

API Changes by Subgroup: Three-Year Comparison API changes for all students and student subgroups: the actual API changes in points added or lost for the past three years, and the most recent API. Note: “N/A” means that the student group is not numerically significant.

ACTUAL API CHANGE API

SUBGROUP 2010–2011 2011–2012 2012–2013 2012–2013

All students at the school +0 +15 +28 660

Black/African American +11 +36 +40 642 American Indian or Alaska Native N/A N/A N/A N/A Asian N/A N/A N/A N/A Filipino N/A N/A N/A N/A Hispanic or Latino +0 +14 +27 661 Pacific Islander N/A N/A N/A N/A White (non Hispanic) N/A N/A N/A N/A Two or more races N/A N/A N/A N/A

Socioeconomically disadvantaged +39 +15 +24 659 English Learners -1 +9 +23 598 Students with disabilities +36 -7 +15 354

SOURCE: The API Growth Report as released in the Accountability Progress Report in September 2013. Students from all elementary, middle and high schools are included in the district and state columns for comparison.

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 49 API Scores by Subgroup This table includes Academic Performance Index results for our school, our district, and the state.

SCHOOL DISTRICT STATE

NUMBER OF NUMBER OF NUMBER OF SUBGROUP STUDENTS API STUDENTS API STUDENTS API

All students 1,646 660 10,748 723 4,655,989 790

Black/African American 83 642 507 682 296,463 708 American Indian or Alaska Native 1 N/A 2 N/A 30,394 743 Asian 0 N/A 10 N/A 406,527 906 Filipino 1 N/A 7 N/A 121,054 867 Hispanic or Latino 1,552 661 10,104 725 2,438,951 744 Pacific Islander 4 N/A 35 757 25,351 774 White (non Hispanic) 1 N/A 49 690 1,200,127 853 Two or more races 4 N/A 34 547 125,025 824

Socioeconomically disadvantaged 1,473 659 9,773 724 2,774,640 743 English Learners 898 598 6,573 689 1,482,316 721 Students with disabilities 140 354 910 531 527,476 615

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 50 Federal Adequate Yearly Progress (AYP) and Intervention Programs The federal law known as No Child Left Behind requires that all schools and districts meet all four of the following criteria in order to attain Adequate Yearly Progress (AYP): (a) a 95-percent participation rate on the state’s tests (b) a CDE-mandated percentage of students scoring Proficient or higher on the English/language arts and mathematics tests (c) an API of at least 770 or growth of at least one point (d) the graduation rate for the graduating class must meet or exceed 90 percent (or satisfy alternate improvement criteria). AYP for the District Whether the district met the federal requirement for AYP overall, and whether the district met each of the AYP criteria.

AYP CRITERIA DISTRICT

Overall No

Graduation rate Yes

Participation rate in English/language arts Yes Participation rate in mathematics Yes

Percent Proficient in English/language arts No Percent Proficient in mathematics No

Met Academic Performance Index (API) Yes

SOURCE: The AYP Report as released in the Accountability Progress Report in September 2013.

Intervention Program: District Program Improvement (PI) Districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English/language arts or mathematics) and for each grade span or on the same indicator (API or graduation rate). After entering PI, districts advance to the next level of intervention with each additional year that they do not make AYP.

INDICATOR DISTRICT

PI stage 3 of 3 The year the district entered PI 2006

Number of schools currently in PI 17 Percentage of schools currently in PI 89%

SOURCE: The Program Improvement Report as released in the Accountability Progress Report in September 2013.

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 51

DISTRICT EXPENDITURES

Total expenses include only the costs related to direct educational services to students. This figure does not include food services, land acquisition, new construction, and other expenditures unrelated to core educational purposes. The expenses- per-student figure is calculated by dividing total expenses by the district’s average daily attendance (ADA). More information is available on the CDE’s Web site.

CATEGORY OF EXPENSE OUR DISTRICT SIMILAR DISTRICTS ALL DISTRICTS

FISCAL YEAR 2011–2012 Total expenses $115,910,533 $32,927,474,550 $46,420,178,248 Expenses per student $7,902 $8,459 $8,382

FISCAL YEAR 2010–2011 Total expenses $115,781,856 $32,778,534,397 $46,278,595,991 Expenses per student $7,737 $8,407 $8,323

SOURCE: Fiscal Services Division, California Department of Education.

District Salaries, 2011–2012 This table reports the salaries of teachers and administrators in our district for the 2011–2012 school year. This table compares our average salaries with those in districts like ours, based on both enrollment and the grade level of our students. In addition, we report the percentage of our district’s total budget dedicated to teachers’ and administrators’ salaries. The costs of health insurance, pensions, and other indirect compensation are not included.

DISTRICT STATE SALARY INFORMATION AVERAGE AVERAGE

Beginning teacher’s $43,347 $40,933 salary Midrange teacher’s salary $70,750 $65,087 Highest-paid teacher’s $82,399 $84,436 salary Average principal’s salary $122,506 $120,506 (high school) Superintendent’s salary $244,999 $207,812 Percentage of budget for 37% 40% teachers’ salaries Percentage of budget for 5% 5% administrators’ salaries

SOURCE: School Accountability Report Card unit of the California Department of Education.

Lynwood Unified School District Lynwood High School School Accountability Report Card for 2012–2013 Page 52

SCHOOL COMPLETION AND PREPARATION FOR COLLEGE Dropout Rate and Graduation Rate Percentage of students who leave school and don’t continue elsewhere. Percentage of students who graduate in four years.

KEY FACTOR DISTRICT STATE

Dropout rate (four-year) Class of 2012 19% 13% Class of 2011 32% 15% Class of 2010 30% 17% Graduation rate (four-year) Class of 2012 71% 79% Class of 2011 59% 77% Class of 2010 65% 75%

SOURCE: CALPADS, October 2012.

Courses Required for Admission to the University of California or California State University Systems Percentage of students enrolled in the A-G courses required for admission to the University of California (UC) or California State University (CSU).

KEY FACTOR SCHOOL DISTRICT STATE

Percentage of students enrolled in courses required 80% 81% 64% for UC/CSU admission Percentage of graduates from class of 2012 who 27% 40% 41% completed all courses required for UC/CSU admission

SOURCE: CALPADS, October 2012, for the percentage of students enrolled in courses required for UC/CSU admission. District and state averages represent high schools only.

College Entrance Exam Reasoning Test (SAT) The percentage of twelfth grade students (seniors) who voluntarily take the SAT Reasoning Test to apply to college, and the average critical reading, math, and writing scores of those students.

KEY FACTOR 2009–2010 2010–2011 2011–2012

Percentage of seniors taking the SAT N/A 47% 33% Average critical reading score N/A 409 399 Average math score N/A 400 401 Average writing score N/A 417 407

SOURCE: Original data from the College Board, for the class of 2012, and republished by the California Department of Education. To protect student privacy, scores are not shown when the number of students tested is fewer than 11.

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Lynwood Unified School District School Accountability Report Card for 2012–2013 Page 53

CAREER TECHNICAL EDUCATION

Programs and Courses Our district offers courses intended to help students prepare for the world of work. These career technical education courses (CTE, formerly known as vocational education) are open to all students.

AGENCY OFFERED SATISFIES PART OF OFFERING THROUGH GRADUATION A-G PROGRAM COURSE COURSE ROC? REQUIREMENTS? CURRICULUM?

Arts, Media, and TV and Film FHS, Entertainment Production 1 ROP LCAS Yes Yes Yes Digital Photography LHS Yes Yes Yes Film Studies FHS No Yes Yes Photography 1 LHS Yes Yes Yes Photography 2 LHS Yes Yes Yes Dance 1 LHS No Yes Yes Dance 2 LHS No Yes Yes Building Construction Residential Building Trades Construction 1 LHS No Yes No Introduction to Engineering and Engineering Design FHS, Architecture PLTW LHS No Yes Yes Principles of FHS, Engineering PLTW LHS No Yes Yes Health, Science, Medical Foundations of FHS, Technology Medical Assistant LHS Yes Yes No Medical Assistant FHS, Front Office & Back LHS Yes Yes No Medical Assistant Front Office and Back (Fee based) LCAS No No No Introduction to Biomedical Sciences PLTW LHS No Yes Yes Health Occupations FHS Yes Yes No Licensed Vocational Nursing LCAS No No No Food Science and Hospitality, Tourism, Nutrition (Culinary and Recreation Arts) LHS No Yes No Information and Media Microsoft Information FHS Support Technology- Word LCAS NO Yes No Microsoft IT FHS PowerPoint LCAS NO Yes No Office Procedures & Professional Skills LCAS No Yes No Automotive Transportation Technology LHS No Yes No Lynwood Unified School District School Accountability Report Card for 2012–2013 Page 54

Advisors If you’d like more information about the programs our schools offer in career technical education, please speak with our staff. More information about career technical education policy is available on the CDE Web site.

FIELD OR INDUSTRY ADVISOR PHONE EMAIL

Principal Dr. Jean L. Jones 310-604-3096 [email protected] Assistant Principal Linda Hembrick 310-603-1485 [email protected] Francye Kyle CTE/ROP Technician 310-886-7137 [email protected]

Lynwood Unified School District School Accountability Report Card for 2012–2013 Page 55

TEXTBOOKS

Textbook Adoption List

DATE OF ADOPTION TITLE SUBJECT PUBLICATION DATE

Holt Literature and Language Arts 3rd ed., 9th English/Language Arts 2003

Holt Literature and Language Arts 4th ed., 10th English/Language Arts 2003

Holt Literature and Language Arts 5th ed., 11th English/Language Arts 2004

Holt Literature and Language Arts, 12th English/Language Arts 2003

McDougal Littell, Algebra 1, Algebra 2 Math 2001

McDougal Littell, Geometry Math 2004

Houghton Mifflin, Precalulus Math 2004

Houghton Mifflin, Calulus Math 2004

Houghton Mifflin Statistics Math 2004

Holt, Rinehart, Winston, Biology Science 2007

Pearson, Anatomy Science 2007

Brook Cole Publishing Company, AP College Physics Science 2007

Pearson, AP Chemistry Science 2007

Holt, Rinehart, Winston, Chemistry Science 2007

Glencoe McGraw-Hill, Glencoe Health Science 2007

Holt, Rinehart, Winston, World History Social Studies 2006

Holt, Rinehart, Winston, US History - American Nation Social Studies 2003

Prentice Hall, American Government Social Studies 2005

Thompson, Economics Social Studies 2005

Statistics Math 2009

World Civilizations Social Studies 2007

Looking at Philosophy Social Studies 2001

Western Civilizations Social Studies 2003

Earth Science (Special Ed), CA Edition Science 2006

Acuve Physics Science 2005

Conceptual Physics Science 2002

Chemistry the Central Science Science 2006

Environmental Science Science 2007

Environmental Systems& Societies Science 2009

Essentials of Anatomy and Physiology Science 2007

Lynwood Unified School District