School Accountability Report Card School Year 2000–2001

Issued Spring 2002

School Information District Information School THE PREUSS SCHOOL UCSD District SAN DIEGO CITY SCHOOLS Principal Doris Alvarez, Ph.D. Superintendent Alan D. Bersin Address 9500 Gilman Drive Address 4100 Normal Street La Jolla, CA 92093 San Diego, CA 92103 Phone (858) 658-7400 For additional copies Fax (858) 658-0988 Contact Communications Office Web Site preuss.ucsd.edu Phone (619) 725-5578 Email [email protected] Fax (619) 725-5576 Enrollment 423 [as of October 2000] Web Site www.sandi.net/research/sarcs/ Grades Served 6–10 Email [email protected]

School Description and Mission Statement

“The mission of San Diego City Schools is to improve student achievement by supporting teaching and learning in the classroom.”

The Preuss School UCSD is a middle/high school, Grades 6–12, chartered under the San Diego Unified School District. The school was chartered in 1998 as an intensive college preparatory educational program for low-income students; pupils must demonstrate they are motivated to attend college and would represent the first generation in their families to graduate from a four-year university. The school is located on the eastern edge of the UCSD campus. Enrollment for the third year of operation consists of 500 students in Grades 6–10 (2001–02 school year). The enrollment will increase at a steady rate as students move into Grades 11 and 12, and until a maximum enrollment of 700 is met in the year 2004. Ninety-eight percent of students come from neighborhoods south of Highway 8. Students are chosen through application and lottery.

MISSION AND GOALS OF THE PREUSS SCHOOL The mission of The Preuss School is to improve educational practices and provide an intensive college preparatory school for low-income student populations, which are historically underrepresented on the campuses of the University of California. The mission will thereby further the outreach efforts of the University of California and its commitment to the San Diego community and to educational intervention. Additionally, the school will support the district’s goal of reducing the achievement gap among underrepresented students. Preuss School’s goals also support the district’s mission statement by emphasizing the following: • Weekly staff development and team meetings for teachers focused on teaching and learning using analysis of lessons and student work. • An innovative traditional liberal arts curriculum that emphasizes student understanding and literacy. • Tutoring to ensure student achievement. • A climate of high expectations and a strong academic culture. • Use of University resources to enhance teaching and learning. • A focus on personalization of instruction. The Preuss School provides an environment where students are continually encouraged and empowered to develop a greater sense of confidence and self-worth through self-sufficiency and a sense of pride in their academic accomplishments. The school fosters a culture of high academic performance in an environment that encourages risk-taking, the art of questioning, and logical and critical thinking. Graduates will be stimulated to enjoy lifelong intellectual curiosity and dedication to continued learning. The school encourages the involvement of community, family, and other institutions to share responsibility for encouraging young people to develop as both scholars and citizens.

Opportunities for Parent and Community Involvement Contact Person Name: Sandra Lujan Contact Person Phone Number: (858) 658-7400

We are committed to connect community resources to our school. Parental and community involvement at The Preuss School UCSD is essential. Students’ families commit to 15 hours a year of volunteer activities. Families with two or more students attending commit to an additional ten hours per student. Over its first three years, the parents of Preuss students volunteered a total of 6,000 hours at Preuss. Parent forums and parent education are organized through monthly meetings of Preuss’ active Parent Council. Parents can earn community college credit by attending classes on Saturdays. Community mentors work with individual students on an ongoing basis. Currently 45 mentors spend an average of two hours per week with their students. Seventy-five UCSD students volunteer as tutors for approximately four hours per week each as part of their coursework. Thornton Hospital works with the school in the area of health care. The school also works with organizations in the community including the San Diego Opera and the La Jolla Playhouse.

I. Demographic Information

The percent of total is the number of students in an ethnic category divided by the school’s enrollment as reported by the 2000–01 California Basic Educational System (CBEDS), multiplied by 100. Number of Percent of Number of Percent of Racial/Ethnic Category Students Total Racial/Ethnic Category Students Total African American 98 23.2 Indochinese 39 9.2 Asian 15 3.5 Native American 2 0.5 Filipino 5 1.2 Pacific Islander 4 0.7 Hispanic 225 53.2 White (Not Hispanic) 35 8.3

II. School Safety and Climate for Learning

School Safety Plan Date of Last Review/Update: May 1, 2001 Date Last Reviewed with Staff: October 2, 2001

All district schools have developed a comprehensive school safety plan that meets state requirements. The safety plan includes disaster procedures, procedures for safe entry and exit of students, procedures for serious disciplinary problems, a sexual harassment policy, child abuse reporting procedures, school dress codes, and school discipline policies.

2 THE PREUSS SCHOOL UCSD School Accountability Report Card School Programs and Practices that Promote a Positive Learning Environment

The Preuss faculty works hard to ensure that the students attend school regularly. A full-time attendance clerk monitors attendance on a daily basis. Because we have set up a personalized climate for learning, our students are attending school at a good rate. Students understand the importance of attending school through lessons in Advisory and communications home to parents. To ensure that students do not fall behind in the case of absences due to illness, Preuss institutes the following programs: • A Student Study Team (SST) meets once a month to review student Individualized Education Programs (IEPs), student accommodation plans (504s), and the potential referral of students. • Saturday Enrichment Academy is held for students who have missed days of school. • Students who have an academic grade point average (GPA) below a 2.0 at the end of a trimester attend a Learning Contract Workshop with their parents. We foster a culture of high academics coupled with an atmosphere that supports learning. Teachers use positive discipline techniques to ensure that classrooms are places where learning takes place without interruption. Suspensions from school are used as a last resort with the bulk of disciplinary actions taking place through in-school or lunch detention placement. The principal meets with a representative group of students in the Principal’s Advisory Committee to develop a code of student behavior and set up a system of disciplinary consequences for not living up to the code. Students who have a citizenship GPA below a 2.0 at the end of a trimester attend a Behavior Contract Workshop with their parents.

Suspensions and Expulsions Rates of suspension and expulsion per 100 students are the total number of incidents divided by the school’s CBEDS enrollment for the given year, multiplied by 100. The district comparison rates reported are the expected rates for the school’s enrollment and grade- level composition based on actual districtwide experience. Because suspension and expulsion rates vary greatly by grade level and since any given two schools are not likely to have identical enrollment numbers per grade, schools will have different district comparison rates. 1999 2000 2001 School District School District School District Suspensions (number) 12,146 0 11,844 19 13,044 Suspensions (rate) 10.4 0.0 19.3 4.5 18.5 Expulsions (number) 431 0 350 1 443 Expulsions (rate) 0.4 0.0 0.7 0.2 0.8

School Facilities

The school is on the east side of the UCSD campus (across from Thornton Hospital). The 72,000-square-foot facility cost over $13 million and was funded by several major private donors. The building and land are owned by the UC Regents and all facilities were built entirely by private funds. Supervision is in effect before and after school and during lunch and passing periods. The school has an earthquake and emergency preparedness plan. No incidents of crime have been generated this year.

III. Academic Data

California Standardized Testing and Reporting (STAR) Through the California Standardized Testing and Reporting (STAR) Program, students in Grades 2–11 are tested annually in various subject areas. The STAR program includes California Standards Tests (CST) in English Language Arts and Mathematics in Grades 2– 11, and Science and History-Social Science in Grades 9–11; and the Stanford Achievement Test, Ninth Edition (SAT 9), which tests Reading, Language, Mathematics (Grades 2–11), Spelling (Grades 2–8), and Science and History-Social Science (Grades 9–11 only).

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California Standards Tests (CST) The California Standards Tests show how well students are doing in relation to state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). Students scoring at the Proficient or Advanced level have met state standards in that content area.

English Language Arts

Schoolwide Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard) Grade School District State Level 1999 2000 2001 1999 2000 2001 1999 2000 2001 6 49.6 30.8 31 7 49.2 30.6 32 8 54.9 31.7 32 9 53.8 31.8 28

Subgroups (more than 10 students per grade level with test results) Data are provided for the current year. Subgroups include: male/female students, racial/ethnic groups, English learner/non-English learner students, socioeconomically disadvantaged /non-socioeconomically disadvantaged students, and students receiving Migrant Education Services. Socioeconomically disadvantaged students are those who are certified eligible to receive free or reduced-price meals.

Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard) Non Migrant Grade English Non-English Socioeconomically Socioeconomically Education Level Male Female Learner Learner Disadvantaged Disadvantaged Services 6 41.5 56.7 8.7 60.0 49.6 7 41.5 53.2 12.5 54.9 49.2 8 56.1 53.7 — 55.8 54.9 9 68.8 43.5 — 56.8 53.8 “—” indicates N ^

Racial/Ethnic Groups (more than 10 students per grade level with test results) Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard) Grade African Native Pacific White (Not Level American Asian Filipino Hispanic Indochinese American Islander Hispanic) 6 48.0 — — 41.9 72.7 — — 7 48.0 — — 44.1 66.7 — 8 60.0 — 43.9 — — — — 9 52.6 — — 48.8 — — — “—” indicates N ^

4 THE PREUSS SCHOOL UCSD School Accountability Report Card Stanford Achievement Test, Ninth Edition (SAT 9) Reading and mathematics results from the SAT 9 test are reported for each grade level as the percentage of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels.

Reading Percentage of students scoring at or above the 50th percentile Grade School District State Level 1999 2000 2001 1999 2000 2001 1999 2000 2001 6 69.2 70.8 45.1 47.0 47.5 44 46 47 7 84.6 76.3 44.2 47.4 47.6 44 46 48 8 81.8 91.6 48.2 50.9 51.2 47 49 50 9 60.3 35.9 39.6 37.5 34 35 35

Mathematics Percentage of students scoring at or above the 50th percentile Grade School District State Level 1999 2000 2001 1999 2000 2001 1999 2000 2001 6 94.2 81.4 49.8 52.8 51.6 50 55 57 7 76.9 70.1 42.3 45.4 46.8 45 48 50 8 59.1 72.3 42.9 44.5 42.9 45 48 49 9 83.1 49.3 54.5 52.8 48 51 51

Reading Percentage of students scoring at or above the 50th percentile Non Migrant Grade English Non-English Socioeconomically Socioeconomically Education Level Male Female Learner Learner Disadvantaged Disadvantaged Services 6 64.2 76.7 52.2 75.6 70.8 7 70.7 79.2 43.8 81.4 76.3 8 92.7 90.5 — 92.3 91.6 9 68.8 54.3 — 63.5 60.3 “—” indicates N ^

Mathematics Percentage of students scoring at or above the 50th percentile Non Migrant Grade English Non-English Socioeconomically Socioeconomically Education Level Male Female Learner Learner Disadvantaged Disadvantaged Services 6 77.4 85.0 78.3 82.2 81.4 7 70.0 70.1 50.0 73.3 70.1 8 80.5 64.3 — 71.8 72.3 9 90.6 77.8 — 83.6 83.1 “—” indicates N ^

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Racial/Ethnic Groups (more than 10 students per grade level with test results)

Reading Percentage of students scoring at or above the 50th percentile Grade African Native Pacific White (Not Level American Asian Filipino Hispanic Indochinese American Islander Hispanic) 6 68.0 — — 66.1 81.8 — — 7 80.0 — — 73.5 80.0 — 8 85.0 — — 92.7 — — — — 9 57.9 — — 56.1 — — — “—” indicates N ^

Mathematics Percentage of students scoring at or above the 50th percentile Grade African Native Pacific White (Not Level American Asian Filipino Hispanic Indochinese American Islander Hispanic) 6 72.0 — — 83.9 81.8 — — 7 84.0 — — 63.2 73.3 — 8 65.0 — — 78.0 — — — — 9 72.2 — — 85.4 — — — “—” indicates N ^

District Assessment

Developmental Reading Assessment (DRA) The DRA is used to identify students in grades K–3 who are reading below grade level and need support and intervention. The DRA is conducted during a one-on-one reading conference where a child reads specially selected texts to the teacher. The assessment is administered three to four times a year to determine a student’s instructional reading level and to document progress over time. The DRA is used to identify students in need of support and intervention. Data reported are for all students—English-speaking and English learners.

Stanford Diagnostic Reading Test (SDRT) Analytical Reading Inventory (ARI) and Informal Reading Inventory (IRI) The SDRT is used to identify students in grades 4–11 who are reading below grade level and need support and intervention. The SDRT is administered in a group setting and assesses vocabulary, comprehension, and scanning skills. For students reading significantly below grade as measured by the SDRT, the ARI (grades 4–8) and IRI (grades 9–10) are used to reevaluate students and identify appropriate supports and interventions. Data reported are for English-speaking students.

Percentage of students meeting or exceeding the district standard Grade Reading Writing Mathematics Level 1999 2000 2001 1999 2000 2001 1999 2000 2001 6 84.8 84.3 7 93.3 84.2 8 88.1 92.1 9 72.9 *comparable data not available

6 THE PREUSS SCHOOL UCSD School Accountability Report Card California Fitness Test The percentage of students in Grades 5, 7, and 9, as appropriate, who scored in the healthy fitness zone on all six fitness standards on the California Fitness Test.

Percentage of students meeting fitness standards Grade School District State Level Total Male Female Total Male Female Total Male Female 7 40.9 27.7 48.8 25.5 24.9 26.0 24.9 24.3 25.8 9 47.4 45.5 48.9 23.9 26.2 21.5 22.6 24.9 20.3

Academic Performance Index (API) The API is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet. Growth Targets: The annual growth target for a school is 5 percent of the distance between its base API and 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for monetary awards. Schools that do not meet their targets and have a statewide API rank of 1 to 5 (see definition of statewide rank below) are eligible to participate in the Immediate Intervention/Underperforming Schools Program (II/USP), which provides resources to schools to improve their academic achievement. Subgroup APIs and Targets: In addition to a whole-school API, schools also receive API scores for each numerically significant racial/ethnic and socioeconomically disadvantaged subgroup in the school. Growth targets are also set for each of the subgroups. Each subgroup must also meet its target for the school to be identified as having met its target. Percent Tested: In order to be eligible for awards, elementary and middle schools must have at least 95 percent of their students in Grades 2–8 tested in STAR. High schools must have at least 90 percent of their students in Grades 9–11 tested. Statewide Rank: Schools receiving an API score are ranked in ten categories of equal size (deciles) from 1 (lowest) to 10 (highest), according to type of school (elementary, middle, or high school). Similar Schools Rank: This is a comparison of each school with 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from 1 (lowest) to 10 (highest) to indicate how well the school performed compared to schools most like it.

API criteria are subject to change as new legislation is enacted into law. More detailed and current information about the API and public school accountability in California can be found at the California Department of Education website at http://api.cde.ca.gov/, or by speaking with the school principal.

Schoolwide API API Base Data API Growth Data 1999 2000 2001 1999–2000 2000–2001 2001–2002 Percentage Tested 100 Percentage Tested 100 Base API Score 820 Growth API Score 812 Growth Target # Actual Growth -8 Statewide Rank 10 Eligible for Awards No Similar Schools Rank 10 Eligible for II/USP No

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API Subgroups—Racial/Ethnic Groups API Base Data API Growth Data 1999 2000 2001 1999–2000 2000–2001 2001–2002 African American African-American Base API Score Growth API Score 809 Growth Target # Actual Growth 8 Asian (includes Indochinese) Asian (includes Indochinese) Base API Score Growth API Score Growth Target Actual Growth Filipino Filipino Base API Score Growth API Score Growth Target Actual Growth Hispanic Hispanic Base API Score 819 Growth API Score 791 Growth Target # Actual Growth -28 Native American Native American Base API Score Growth API Score Growth Target Actual Growth Pacific Islander Pacific Islander Base API Score Growth API Score Growth Target Actual Growth White (Not Hispanic) White (Not Hispanic) Base API Score Growth API Score Growth Target Actual Growth

API Subgroups—Socioeconomically Disadvantaged API Base Data API Growth Data 1999 2000 2001 1999–2000 2000–2001 2001–2002 Base API Score 827 Growth API Score 812 Growth Target # Actual Growth -15

“#” means the school scored at or above the interim statewide performance target of 800 “*” means the school is not awards eligible due to adult testing irregularities

IV. School Completion (Secondary Schools)

SECTION DOES NOT APPLY TO THIS SCHOOL

V. Class Size

Average Teaching Load and Teaching Load Distribution Data reported are the average class size and the distribution of classrooms by size based on CBEDS data. 1999 2000 2001 Subject Avg. 1–22 23–32 33+ Avg. 1–22 23–32 33+ Avg. 1–22 23–32 33+ English 24.4 0 5 0 19.6 4 1 0 Mathematics 24.3 0 4 0 23.1 3 5 0 Science 24.3 0 4 0 19.5 3 1 0 Social Science 24.0 1 3 0 19.7 5 1 0

8 THE PREUSS SCHOOL UCSD School Accountability Report Card VI. Teacher and Staff Information

Teacher Credential Information Data reported are the number of teachers at the school in each category. All teachers, part-time and full-time, are counted equally. If a teacher works at two schools, s/he is only counted at one school. 1998–1999 1999–2000 2000–2001 Total Number of Teachers 8 21 Full Credential (fully credentialed and teaching in subject area) 7 16 Teaching Outside Subject Area (fully credentialed but teaching outside subject area) 1 4 Emergency Credential (includes district internship, university internship, pre- interns and emergency permits) 0 1 Teachers with Waivers (does not have credentials and does not qualify for an emergency permit) 0 0

Teacher Evaluations

The principal formally evaluates teachers and other staff every year. Teachers at The Preuss School develop a portfolio of work that addresses four areas: Planning, Instruction, Classroom Management, and Assessment. The Preuss team is the audience for the presentation of the teacher portfolio. The vice-chancellor of Academic Affairs evaluates the principal annually. Parents or guardians who are concerned about a teacher, principal, or administrator may discuss their concerns with the principal. After speaking with the principal, they may call the district Support Systems office for assistance.

Substitute Teachers

The district and the University has a pool of substitute teachers available for assignment when a classroom teacher is absent. We try to place substitute teachers according to their areas of expertise, although by state law, credentialed teachers may substitute at any grade level and in any subject.

Counselors and Other Support Staff Data reported are in full-time equivalents (FTEs). One FTE is defined as a staff person who is working full time. Two staff persons working half time also equal one FTE. Title FTE Counselor 1.00 Librarian 1.00 Psychologist 0.01 Social Worker 0.00 Nurse 1.00 Speech/Language/Hearing Specialist 0.00 Resource Specialist (Non-Teaching) 0.20 Other (Specify) Small Group Facilitator 0.20 Other (Specify) 0.00

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Academic Counselors Data reported are in full-time equivalents (FTEs). One FTE is defined as a staff person who is working full time. Two staff persons working half time also equal one FTE. The number of students per academic counselor is enrollment reported in CBEDS divided by the number of academic counselors. Number of Academic Students Per Academic Counselors (FTE) Counselor

1.00 423

VII. Curriculum and Instruction

School Instruction and Leadership

The Preuss School UCSD has a strong instructional program based on a liberal arts curriculum. We offer a focused curriculum designed to ensure that students meet the UC a–g requirements. Teachers develop curriculum to meet or exceed district and state standards and draw from the most innovative and proven schemes in secondary education. Academic rigor and teaching methods are monitored and enhanced during weekly professional development meetings. The school devotes significant resources in the form of small classes, tutors in each course, an extended school day, and an extended school year that will develop and confirm educational practices for reducing the achievement gap between upper and lower socioeconomic groups. In line with our vision we emphasize how we can best meet the needs of our students by giving close attention to the roles and responsibilities of each constituent group involved in the school. The student is viewed as a researcher in each subject matter, learning the subject, not only theoretically but also in direct application. UCSD tutors are an integral part in personalizing each teacher’s curriculum to students. The teacher is an active classroom researcher. Parents are partners and learners in their students’ learning and achievement. The community and the University are partners and supporters in student learning. The goal is for students to be able to demonstrate understanding and meet specific performance standards by finding and using information through the “Am I CLEAR” approach. Ninety-six percent of our parents rated the overall curriculum at Preuss as excellent or good. Ninety-four percent of the parents felt the instructional program in reading and writing was excellent or good; ninety-three percent of our parents rated the math program as excellent or good; and ninety-seven percent of our parents rated the overall quality of our teachers as excellent or good.

Professional Development

The staff meets weekly to improve curriculum and learn new teaching strategies, especially in the area of literacy. Trainers from the University or teacher experts from the staff present model lessons or strategies learned from workshops, videos, and published material or books. Activities also center on reflection of teaching and discussion of lessons and student work. These discussions enable teachers to inquire into best practices and learn from each other as well as research in the field. As a result of this cycle of inquiry, curriculum is further refined and developed to meet the needs of the students. Teachers have embarked on an innovative practice, termed “lesson study,” whereby teachers analyze a common lesson, research the best way to present it, and then observe one another as the lesson is taught. The Preuss School teachers have a contract of 208 days, eight of which are staff development days.

10 THE PREUSS SCHOOL UCSD School Accountability Report Card Quality and Currency of Textbooks and Other Instructional Materials

The district adopts textbooks and instructional materials based on the implementation cycle established by the state. Preuss uses district adopted textbooks for most classes. Textbooks that have not been adopted by the district are used in some classes. All teachers use a variety of instructional materials for class assignments including supplementary textbooks, library books, videotapes, and other electronic media. The school library has a growing collection of over 10,000 books. Students eagerly visit their library daily; it is open from 8:00 a.m. to 4:30 p.m., Monday through Friday. Students also have access to the Geisel Library on the UCSD campus. Through over 200 networked computers, students and teachers make use of electronic resources available at the San Diego Public Library, the UCSD library system and in our own library. Every year the library sponsors reading incentive programs such as the California Young Reader Medal Program and Community Members Reading to Students. The library media teacher plans curriculum-based activities with teachers that build students’ levels of information literacy, and advance them toward the goal of being independent users and developers of ideas and information.

Instructional Minutes (School Year 2000–2001) The California Education Code establishes a required number of minutes per year for each grade. The table below compares the number of instructional minutes offered at the school level to the state requirement for each grade. Grade Level Instructional Minutes Offered State Requirement 6 78,841 54,000 7 78,841 54,000 8 78,841 54,000

Total Number of Minimum Days

All district schools meet or exceed state requirements for annual instructional minutes. In 2000–01, our school had 41 shortened days for students. The extra time on these days was used for staff development, parent consultation, and teacher planning.

VIII. Post-Secondary Preparation (Secondary Schools)

SECTION DOES NOT APPLY TO THIS SCHOOL

IX. Fiscal and Expenditure Data

Average Salaries (Fiscal Year 1999–2000) Statewide Data Category Used for Comparison (type and size of district from Management Bulletin 01-02): State Average For Districts in District Amount the Same Data Category Beginning Teacher Salary $31,349 $32,678 Mid-Range Teacher Salary $47,635 $50,891 Highest Teacher Salary $63,738 $62,446 Average Principal Salary $84,104 $82,126 Superintendent Salary $165,000 $144,995 Percent of Budget for Teacher Salaries 41.4 42.9 Percent of Budget for Administrative Salaries 3.8 4.9

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Additional Compensation for Administrators

In 1999–2000, the district superintendent received benefits equivalent to $67,117. Benefits included a performance bonus, car allowance, retirement, Social Security, Medicare, unemployment insurance, Worker’s Compensation, life insurance, vision plan, and dental and medical insurance. For the same year, principals in the district received variable benefits equivalent to 11.816 percent of their base salary plus fixed benefits equivalent to $4,520. Variable benefits included retirement, Medicare, unemployment insurance, Workers’ Compensation, and life insurance. Fixed benefits included vision, dental, and medical insurance. The monetary equivalent of a district principal’s benefits package ranged from $12,029 to $19,780.

Expenditures Statewide Average: All Statewide Average: All District Districts in Same Category Districts Total dollars Dollars/student (ADA) Dollars/student (ADA) Dollars/student (ADA) $892,043,165 $6,566 $5,758 $5,705 *ADA—one full year of student attendance

Types of Services Funded

The district’s general fund includes monies for: 1. General operations—services, materials, and support to the general education 2. Special education—programs offering appropriate, individualized education to students with special needs 3. Integration—district voluntary integration effort to address the racial/ethnic isolation of students 4. Gifted and talented education—specialized learning assistance for students with high ability, achievement, or potential 5. Special projects—monies from agencies (e.g. federal, state) earmarked for specific services 6. Transportation 7. Maintenance and operations 8. District administration

The school receives an instructional budget based on enrollment, average daily attendance, and programs that is determined by state law and outside funding sources.

12 THE PREUSS SCHOOL UCSD School Accountability Report Card