Hillcrest Middle School
School Accountability Report Card Reported for School Year 2003-2004 Published During 2004-2005
Notes regarding the source and currency of data: Data included in this School Accountability Report Card (SARC) are consistent with State Board of Education guidelines, which are available at the California Department of Education Web site http://www.cde.ca.gov/ta/ac/sa/definitions04.asp. Most data presented in this report were collected from the 2003-04 school year or from the two preceding years (2001-02 and 2002-03). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2002-03.
School Information
District Information
School Name
Hillcrest Middle
District Name
Gravenstein Union Elementary
Principal
Carole Read
Superintendent
Linda LaMarre
Street
725 Bloomfield Rd.
3840 Twig Ave.
City, State, Zip
Sebastopol, CA 95472-5153
Sebastopol, CA 95472-5750
Phone Number
707-8237653
707-823-7008
FAX Number
707-823-4630
707-823-2108
Web Site
www.grav.k12.ca.us
E-mail Address
cread@grav.k12.ca.us
llamarre@grav.k12.ca.us
CDS Code
49-70714-6051759
SARC Contact
School Description and Mission Statement
There are three schools within Gravenstein Union School District. Hillcrest Middle is a 6th-8th grade middle school with a Creative Arts Magnet Program for grades 4-8. Gravenstein Elementary is a K - 5 school. Gravenstein Union Community Day School (up through 8th grade) is an alternative school that is on the same property as Gravenstein Elementary School. We are convinced that all students can learn and that our mission is to ensure that each child masters the knowledge and develops the attitudes and skills necessary to become a contributing and productive citizen. We believe the education of our children is a cooperative effort of home, school and community. We provide a comprehensive program of education for grades K-8 and are grateful for our very supportive and caring parents. Specifically, we the Gravenstein Union School District are dedicated to academic excellence and the cultivation of individual strengths and talents in a caring and cooperative environment. Our sense of community fosters a high level of ethical, responsible citizenship. State and district policies support our common goal.
Opportunities for Parental Involvement
Contact Person Name
Contact Person Phone Number
Linda LaMarre, Superintendent at 707-823-7008 or Patricia Andersen Gravenstein Schools Foundation President at 664-0599, or Jan Tansil, REACH (Magnet Program) Foundation President at …..,
I. Demographic Information Student Enrollment, by Grade Level Data reported is the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).
Grade Level
Enrollment
Kindergarten
0
Grade 9
Grade 1
Grade 10
Grade 2
Grade 11
Grade 3
Grade 12
Grade 4
11
Ungraded Secondary
Grade 5
14
Grade 6
57
Grade 7
59
Grade 8
69
Ungraded Elementary
Total Enrollment
210
Student Enrollment, by Ethnic Group Data reported are the number and percent of students in each racial/ethnic category as reported by CBEDS.
Racial/Ethnic Category
Number of Students
Percent of Students
African-American
4
1.9
Hispanic or Latino
20
9.5
American Indian or Alaska Native
3
1.4
Pacific Islander
2
1.0
Asian
White (Not Hispanic)
178
84.8
Filipino
1
0.5
Multiple or No Response
0.0
II. School Safety and Climate for Learning School Safety Plan
Date of Last Review/Update
Date Last Discussed with Staff
The School Safety Plan includes a physical tour of the campus by staff and parents, a review of the fire alarm system by the Superintendent, Principal and lead custodian, and the latest legal components.
School Programs and Practices that Promote a Positive Learning Environment
1. Gravenstein Schools Foundation (GSF)
2. REACH Parent Foundation (RPF)
3. School Site Council
4. Quality Improvement Committee
5. After School Sports Programs
6. Extensive Intramural Program at lunchtime
7. Music Specialist for all grades, includes instrumental and choral and drama.
8. Academic and Good Behavior Reward Incentives
9. Teen Issues Program during 2002-03 and 2003-04 school years
10.EMPOWER Program (anti-bully) for part of Hillcrest campus 2004-05 to include training of 5 staff members
11.EMPOWER training for all staff planned for August of 2005
12. On-going Staff Development on Safety, Curriculum, Special Needs and more
13. Learning Labs (for Special Education and remedial help)
14. Before and After School Child Care at the Gravenstein Campus
15. Before and After School Enrichment and Tutorial Programs (Jazz Band, Art, Tutoring)
16. Accelerated Math
17. District Preschool on the Gravenstein Elementary Campus
18. Smallest Class Sizes in Sebastopol area
19. Highest API of all elementary schools in the Sebastopol area
20. Hillcrest Middle School and Gravenstein Elementary are CALIFORNIA DISTINGUISHED SCHOOLS.
21. Hillcrest Middle School consistently ranks as one of the top Middle Schools in Sonoma County. 22. Hillcrest Middle School received the CALIFORNIA DISTINGUISHED SCHOOLS award for 2005.
Suspensions and Expulsions Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that result in a suspension or expulsion). The rate of suspensions and expulsions is the total number of incidents divided by the school's total enrollment as reported by CBEDS for the given year. In unified school districts, a comparison between a particular type of school (elementary, middle, high) and the district average may be misleading. Schools have the option of comparing their data with the district-wide average for the same type of school.
School
District
2002
2003
2004
Number of Suspensions
22
27
Rate of Suspensions
5%
Number of Expulsions
6
Rate of Expulsions
1%
School Facilities Safety, cleanliness, and adequacy of school facilities, including any needed maintenance to ensure good repair. Description of the condition and cleanliness of the school grounds, buildings, and restrooms.
Hillcrest School is involved in a modernization project anticipated to take place the summer of 2006. We do work to provide facilities and grounds that reflect the community and provide a safe and attractive setting. The district works closely with the Gravenstein Schools Foundation and the REACH Parent Foundation for landscaping and beautification ideas. Funds have been assigned to this priority. Hillcrest Middle School was nominated by the state for a California Distinguished School Award. The review team that visited in April 2005 commented on the cleanliness and attractiveness of the school.
III. Academic Data 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. Currently, the STAR program includes California Standards Tests (CST) and a norm-referenced test (NRT). The CST tests English-language arts and mathematics in grades 2-11, science in grades 5, 9, 10, and 11, and history-social science in grades 8, 10, and 11. The NRT tests reading, language, and mathematics in grades 2-11, spelling in grades 2-8, and science in grades 9-11. California Standards Tests (CST) The California Standards Tests (CST) show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets state standards), Basic (approaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area. Students scoring at the Proficient or Advanced level meet state standards in that content area. Students with significant cognitive disabilities who are unable to take the CST are tested using the California Alternate Performance Assessment (CAPA). Detailed information regarding CST and CAPA results for each grade and proficiency level can be found at the California Department of Education Web site at http://star.cde.ca.gov or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. CST - All Students Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
Subject
State
English-Language Arts
53
51
52
62
32
35
36
Mathematics
39
41
37
43
49
31
34
Science
74
30
25
History-Social Science
24
28
29
CST - Racial/Ethnic Groups Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
African- American
White (not Hispanic)
12
CST - Subgroups Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
Male
Female
English Learners
Economically Disadvantaged
Students With Disabilities
Migrant Education Services
Yes
No
65
40
63
13
38
9
75
72
33
8
7
44
Norm-Referenced Test (NRT) Reading and mathematics results from the California Schievement Test, Sixth Edition (CAT-6), the current NRT adopted by the State Board of Education, are reported for each grade level as the percent 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. The CAT-6 was adopted in 2003; therefore, no data are reported for 2002. Detailed information regarding results for each grade level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. NRT - All Students Data reported are the percent of students scoring at or above the 50th percentile.
Reading
---
61
67
66
64
50
NRT - Racial/Ethnic Groups Data reported are the percent of students scoring at or above the 50th percentile.
71
47
NRT - Subgroups Data reported are the percent of students scoring at or above the 50th percentile.
68
73
54
17
70
Local Assessment Data reported are the percent of students meeting or exceeding the district standard.
Writing
K
5
10
California Physical Fitness Test Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards). Detailed information regarding the California Physical Fitness Test may be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
Total
24.6
17.2
32.1
24.8
26.7
22.9
22.6
17.9
28.0
29.1
31.3
27.0
26.3
25.3
27.2
Academic Performance Index (API) The Academic Performance Index (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. The growth target for a school at or above 800 is to remain at or above 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 awards. Schools that do not meet their targets and have a statewide API rank of one to five are eligible to participate in the Immediate Intervention/Underperforming Schools Program (II/USP), which provides resources to schools to improve their academic achievement. There was no money allocated to the II/USP Program in 2002 or 2003. Subgroup APIs and Targets: In addition to a schoolwide API, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socioeconomically disadvantaged students). Growth targets, equal to 80 percent of the school's target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be eligible for awards. Percent Tested: In order to be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2-8 and high schools must test at least 90 percent of their students in grades 9-11 on STAR. Statewide Rank: Schools receiving a Base API score are ranked in ten categories of equal size (deciles) from one (lowest) to ten (highest), according to type of school (elementary, middle, or high school). Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from one (lowest) to ten (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. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/ap/ or by speaking with the school principal. Schoolwide API
API Base Data
API Growth Data
2001
From 2001 to 2002
From 2002 to 2003
From 2003 to 2004
Percent Tested
98
99
100
API Base Score
812
771
777
API Growth Score
791
793
Growth Target
A
Actual Growth
-21
16
Statewide Rank
Similar Schools Rank
API Subgroups - Racial/Ethnic Groups
819
800
803
821
798
808
-2
API Subgroups - Socioeconomically Disadvantaged
610
648
642
704
56
State Award and Intervention Programs
Although state intervention and awards programs are currently in the California Education Code, the programs were not funded for the period addressed by this report. Therefore, there are currently no data available to report.
Federal Intervention Programs Schools receiving Title I funding enter federal Program Improvement (PI) if they do not make Adequate Yearly Progress (AYP) for two consecutive years. After entering PI, schools advance to the next level of intervention with each additional year that they do not make AYP. Information about PI, including a list of all PI schools, can be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal.
Year Identified for Program Improvement
Year in Program Improvement
Year Exited Program Improvement
Number of Schools Currently in Program Improvement
Percent of Schools Identified for Program Improvement
Adequate Yearly Progress (AYP) The federal No Child Left Behind Act (NCLB) requires that all students perform at or above the proficient level on the state's standards-based assessments by 2014. In order to achieve this goal and meet annual performance objectives, districts and schools must improve each year according to set requirements. A "Yes" in the following table displaying Overall AYP Status indicated that AYP was met for all students and all subgroups, or that exception criteria were met, or that an appeal of the school or district's AYP status was approved. Additional data by subgroup show whether all groups of students in the school and district made the annual measurable objectives for the percent proficient or above and the participation rate required under AYP. Detailed information about AYP can be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal.
Overall
All Students
Subgroups
African American
n/a
Socioeconomically Disadvantaged
Students with Disabilities
IV. School Completion (Secondary Schools) California High School Exit Exam (CAHSEE) Beginning with the graduating class of 2006, students in California public schools will have to pass the California High School Exit Exam (CAHSEE) to receive a high school diploma. The School Accountability Report Card for that year will report the percent of students completing grade 12 who successfully completed the CAHSEE.
These data are not required to be reported until 2006 when they can be reported for the entire potential graduating class. When implemented, the data will be disaggregated by special education status, English language learners, socioeconomic status, gender, and ethnic group.
Dropout Rate and Graduation Rate Data reported regarding progress toward reducing dropout rates over the most recent three-year period include: grade 9-12 enrollment, the number of dropouts, and the one-year dropout rate as reported by CBEDS. The formula for the one-year dropout rate is (grades 9-12 dropouts divided by grades 9-12 enrollment) multiplied by 100. The graduation rate, required by the federal No Child Left Behind Act (NCLB), is calculated by dividing the number of high school graduates by the sum of dropouts for grades 9 through 12, in consecutive years, plus the number of graduates. V. Class Size Average Class Size and Class Size Distribution Data reported are the average class size and the number of classrooms that fall into each size category (i.e., number of students), by grade level, as reported by CBEDS.
Grade
Avg. Class Size
Number of Classrooms
1-20
21-32
33+
K-3
3-4
4-8
22.5
Other
Average Teaching Load and Teaching Load Distribution Data reported are the average class size and the number of classrooms that fall into each size category (i.e., number of students), by subject area, as reported by CBEDS.
1-22
23-32
English
27.3
27.8
24.3
25.6
21.8
Social Science
26.0
23.1
Class Size Reduction Participation California's K-3 Class Size Reduction program began in 1996 for children in kindergarten and grades one through three. Funding is provided to participating school districts to decrease the size of K-3 classes to 20 or fewer students per certificated teacher. Data reported are the percent of students in each grade level in the school that are in a class size reduction classroom.
Percent of Students Participating
VI. Teacher and Staff Information Core Academic Courses Not Taught by NCLB Compliant Teachers The No Child Left Behind Act (NCLB) requires that all teachers teaching in core academic subjects are to be "highly qualified" not later than the end of the 2005-06 school year. In general, NCLB requires that each teacher must have: (1) a bachelor's degree, (2) a state credential or an Intern Certificate/Credential for no more than three years, and (3) demonstrated subject matter competence for each core subject to be taught by the teacher. More information on teacher qualifications required under NCLB can be found at the California Department of Education's Web site at http://www.cde.ca.gov/nclb/sr/tq/. For a school, the data reported are the percent of a school's classes in core content areas not taught by NCLB compliant teachers. For a district, the data reported are the percent of all classes in core content areas not taught by NCLB compliant teachers in all schools in the district, in high-poverty schools in the district, and in low-poverty schools in the district.
This School
-0--
All Schools in District
High-Poverty Schools in District
-0-
Low-Poverty Schools in District
Teacher Credentials Data reported are the number of teachers (full-time and part-time) as reported by CBEDS. Each teacher is counted as "1". If a teacher works at two schools, he/she is only counted at one school. Data are not available for teachers with a full credential and teaching outside his/her subject area.
Total Teachers
Teachers with Full Credential
Teachers Teaching Outside Subject Area (full credential but teaching outside subject area)
Teachers in Alternative Routes to Certification (district and university internship)
Pre-Internship
Teachers with Emergency Permits (not qualified for a credential or internship but meeting minimum requirements)
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)
Teacher Misassignments Data reported are the number of placements of a certificated employee in a teaching or services position for which the employee does not hold a legally recognized certificate or credential, or the placement of a certificated employee in a teaching or services position that the employee is not otherwise authorized by statute to hold.
Misassignments of Teachers of English Learners
Total Teacher Misassignments
00
Teacher Education Level Data reported are the percent of teachers by education level.
Doctorate
Master's Degree plus 30 or more semester hours
33.3
21.4
Master's Degree
3.6
Bachelor's Degree plus 30 or more semester hours
41.7
60.7
Bachelor's Degree
25.0
14.3
Less than Bachelor's Degree
Vacant Teacher Positions Data reported are the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire year or, if the position is for a one-semester course, a position to which a single designated certificated employee has not been assigned at the beginning of a semester for an entire semester.
Vacant Teacher Positions
Teacher Evaluations
The evaluation process includes pre and post observation conferences, formal classroom observations and end-of-the-year evaluations. We believe that the students of GUSD deserve the best teachers that are possible. The district hires, places and evaluates teachers according to that philosophy.
Substitute Teachers
GUSD has experienced little to no difficulty in obtaining qualified substitute teachers to cover classes for teachers who are absent on a very short-term basis. Teachers maintain a substitute folder for replacement staff so that students will benefit from each school day.
Counselors and Other Support Staff Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equal one FTE.
Title
FTE
Counselor (Teen Issues Counselors, and psychologist/counselor for 2003-04 school year)
.2
Librarian (Library Clerk)
.3
Psychologist
Social Worker
Nurse
Speech/Language/Hearing Specialist
.5
Resource Specialist (non-teaching) Learning Lab Assistants/Tutors
2.0
Other - Community Day School
Academic Counselors Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equal one FTE. The ratio of students per academic counselor is defined as enrollment as reported by CBEDS divided by the full-time-equivalent academic counselors.
Number of Academic Counselors (FTE)
Ratio of Students Per Academic Counselor
REACH Director, Principal, and Superintendent- 2.5
1/80
VII. Curriculum and Instruction School Instruction and Leadership
Hillcrest Middle School has been recognized by the state as a California Distinguished School for the 2003-2004 School Year. The review team visited the school in April of 2005. The school has also been recognized with awards from the state for its state testing results. The Reading/Language Arts program at Hillcrest Middle School is the 2002 state-adopted McDougal-Littel. The math program is the state -adopted (2001) Harcourt Brace for grades K-6. Grades 7 and 8 Math the state-adopted 2001 McDougal-Littel for Pre-Algebra and Algebra. Hundreds of volunteers are involved in the school programs and support activities. We are planning to adopt a new series (at the time of this writing the 2005 adoptions for History-Social Studies have not been released) in the Spring or Summer of 2005. A new Science adoption will take place in 2006.
Professional Development
Professional Development for teachers (and some instructional assistants) has included:
SDAIE training (English Learners) – 45 hours of training available for all teachers – completed in 2003.
Open Court 2002 AB 466 Training for all teachers Grades K-5 -- minimum 40 hours of training -grade-level specific--- this is on-going training as new teachers are hired or teachers change grade levels
McDougal-Littel Training for the Language Arts Adoption for Grades 6-7-8 -- this is ongoing training as needed
EMPOWER (anti-bully 3 day training) for 5 Hillcrest Middle School staff -- all District staff training planned for August of 2005
Special Needs Training for Teachers and Assistants of Full-inclusion Students, Autistic, Emotionally Disturbed and other Special Needs—ongoing during the school year – usually held at the Sonoma County Office of Education
Safety Training - Athletic Director/P.E. Instructor trained to teach First Aide and CPR to staff and coaches
Safety Training - Lead Custodian/Maintenance personnel trained in some emergency procedures
Quality and Currency of Textbooks and Other Instructional Materials
All textbooks in the core subjects are current adoptions except for Science.
Availability of Sufficient Standards-Aligned Textbooks and Other Instructional Materials The availability of sufficient state-adopted (grades K-8) and standards-aligned (grades K-12) textbooks and other instructional materials for each pupil, including English learners, that are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the core curriculum areas of reading/language arts, mathematics, science, history-social science, foreign language, and health (for grades K to 12, inclusive); and science laboratory equipment (for grades 9 to 12, inclusive), as appropriate.
Core Curriculum Areas
Availability of Textbooks/Materials
Reading/Language Arts
State-standards aligned textbooks and available to all students
Adoption 2006 Current materials available to all students
History/Social Science
Adoption 2005 Current textbook is the latest adoption - materials available to all students
Foreign Language
2004-05 is the first year we offered Spanish to all Hillcrest Students. We haven’t adopted a new Spanish textbook as of this writing. The current Spanish materials available to all students.
Health
State-adopted Health Textbooks available to all students
Science Laboratory Equipment (grades 9-12)
Not Applicable
Instructional Minutes The California Education Code establishes a required number of instructional minutes per year for each grade. Data reported compares the number of instructional minutes offered at the school level to the state requirement for each grade.
Instructional Minutes
Offered
State Requirement
50,400
36,000
54,945
54,000
58,068
N/A
64,800
Continuation School Instructional Days Data reported are the number of instructional days offered at the school level compared to the state requirement for each grade.
Instructional Days With At Least 180 Instructional Minutes
180 days
Total Number of Minimum Days
8 minimum days in the 2003-2004 school year
VIII. Postsecondary Preparation (Secondary Schools) Advanced Placement/International Baccalaureate Courses Offered The Advanced Placement (AP) and International Baccalaureate (IB) programs give students an opportunity to take college-level courses and exams while still in high school. Data reported are the number of courses and classes offered, and the enrollment in various AP and IB classes. The data for Fine and Performing Arts include AP Art and AP Music, and the data for Social Science include IB Humanities. No data are available for this section Students Enrolled in Courses Required for University of California (UC) and California State University (CSU) Admission Data reported are the number and percent of students enrolled in courses required for UC and/or CSU admission. The percent of students is calculated by dividing the total number of students enrolled in courses required for UC and/or CSU admission (a duplicated count) by the total number of students enrolled in all courses (also a duplicate count). No data are available for this section Graduates Who Have Completed All Courses Required for University of California (UC) and California State University (CSU) Admission Data reported are the number and percent of graduates who have completed all courses required for UC and/or CSU admission. The percent of graduates is calculated by dividing the total number of graduates who have completed all courses required for UC and/or CSU admission by the total number of graduates. No data are available for this section SAT I Reasoning Test Students may voluntarily take the SAT test for college entrance. The test may or may not be available to students at a given school. Students may take the test more than once, but only the highest score is reported at the year of graduation. Detailed information regarding SAT results may be found at the California Department of Education Web site at http://www.cde.ca.gov/ds/sp/ai/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. No data are available for this section College Admission Test Preparation Course Program
Degree to Which Students are Prepared to Enter Workforce
Enrollment and Program Completion in Career/Technical Education (CTE) Programs Data reported are from the Report of Career-Technical Education Enrollment and Program Completion for School Year 2002-2003 (CDE 101 E-1). Data have been aggregated to the district level.
CTE Participants
Secondary CTE Students
Grade 12 CTE Students
Total Course Enrollment
Number of Concentrators
Number of Completers
Completion Rate
Number Earning Diploma
Graduation Rate
IX. Fiscal and Expenditure Data County offices of education are not required to report average salaries and expenditures. The California Department of Education's School Fiscal Services Division does not calculate statewide average salary and expenditure information for county offices of education. Average Salaries (Fiscal Year 2002-2003) Data reported are the district average salary for teachers, principals, and superintendents, compared to the state average salaries for districts of the same type and size, as defined by Education Code Section 41409. Detailed information regarding salaries may be found at the California Department of Education Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0203.asp.
Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
$34,000
$34,480
Mid-Range Teacher Salary
$44,138
$50,405
Highest Teacher Salary
$59,324
$60,239
Average Principal Salary (Elementary)
$67,000
$77,276
Average Principal Salary (Middle)
$80,315
Average Principal Salary (High)
Superintendent Salary
$92,978
$101,078
Percent of Budget for Teacher Salaries
42.9
39.1
Percent of Budget for Administrative Salaries
7.4
6.2
Expenditures (Fiscal Year 2002-2003) Data reported are total dollars expended in the district and the dollars expended per student at the district compared to the state average. Detailed information regarding expenditures may be found at the California Department of Education Web site at http://www.cde.ca.gov/ds/fd/ec/.
State Average All Districts
Total Dollars
Dollars per Student (ADA)
$3,080,516
$6,479
$6,542
$6,822