Student Achievement Data 2009-2010 School Year
1. API Score - 75-point (19%) gain.
2. California Standards Tests (CST) scores
a. English Language Arts - Small but steady percentage increases were made to PROFICIENT and ADVANCED - 7% in 2008, 10% in 2009, and 12% in 2010.
b. Algebra I scores dropped to FAR BELOW BASIC from 76% in 2009 to 38% in 2010.
c. US History - Proficient (12%)
d. Life Science (5%)
e. Biology (4%)
3. California High School Exit Exam (CAHSEE)
Twenty-seven (27) Students took the CAHSEE English with 10 passing. And 35 took the CAHSEE Math with 14 passing.
Students take the CAHSEE (Math & English) in October, February, March, and May.
4. English Language Learners (ELL) re-designation
Two (2) of our seven (7) English language Learners were re-designated.
5. Graduation
Six (6) of 14 seniors graduated. Two (2) returned to their home school after recovering credits.
6. Dropout Rate
It is difficult to determine our “Dropout Rate” because students check in and out throughout the school year.
7. In-House Assessments
Students’ basic skills are assessed in reading, Math and writing as a part of the enrollment process.
TABE Reading Assessment
As of September 2010, 67 students took our TABE Reading Assessment. The average
reading/grade level was 7.2. The highest reading/grade level was 12.9. The lowest
reading/grade level was 2.3.
Students average writing skill level on a 4-point rubric is 1.5.
10 Basic Mathematics Skills Assessment
10 Basic Math Skills Identifiers
LEVEL SKILL
1 Place Value
2 Addition
3 Subtraction
4 Multiplication
5 Division
6 Addition/Subtraction of Fractions
7 Multiplication/Division of Fractions
8 Decimals
9 Percentages
10 Integers/Signed Numbers
Mathematics Assessment
As of September 2010, 67 students took our Mathematics assessment. The average skill level was 3.2/10. The highest skill level was 9/10. The lowest skill level was 1/10.
8. Student Enrollment Data
As of November 2010, 67 students were enrolled -- 37 boys (55%) and 30 girls (45%).
Racial/Ethnic History Data -- During 2009/2010 school years, our black population was 44 (73%) and our Hispanic population was 16 (26.7%.
9. Special Program Participation Data
As of November 2010, we had eight (8) Special Education/ Resource students, eleven (11) English Language Learners (ELL) and one (1) Gate student.
10. Student and parent Surveys
During December 2010, both student and parent surveys were conducted.
The Student Survey asked students to respond to 21 questions categorized by demographics, counseling, support, and academics. Twenty-eight students responded.
· 92% felt supported, encouraged and motivated by their families to do well in school.
· 50% participate in some type of intervention for academic improvement to earn additional credits.
· 25% have legal problems, are on probation and use drugs and/or alcohol on a regular basis.
· 72% feel that they have access to the counselor.
· 60% are aware of their goals.
· 78% know their graduation status.
· 89% report receiving information about possible career pathways.
· 68% enjoy school.
· 86% feel they have a good relationship with one or more of their teachers.
· 86% feel the teachers make time for them.
· 85% are aware of their individual progress.
· 86% feel their academic instruction is rigorous.
· 76% feel they are being prepared for college.
· 71% feel they are being prepared for other experiences after high school.
The Parent Survey asked VPCHS' parents to respond to 23 questions in four categories: academic program, school environment, parent involvement, and counseling and support. Fourteen parents responded.
· 72% feel their students are exposed to a variety of teaching and learning strategies, including technology.
· 86% feel the courses offered meet their student’s academic needs.
· 86% feel their student gets extra help from teachers.
· 72% are aware of our grading system and behavioral expectations.
· 65% feel our campus is safe, clean and orderly.
· 86% feel there is open communication among school staff, parents and the community.
· 43% feel welcomed at school events and activities.
· 65% are involved in a parent group on campus.
· 100% feel the counseling staff provides adequate support for their child.
· 86% said the counselor-reviewed post–secondary opportunities for their child.
· 71% feel their child is encouraged to pursue education beyond high school.
· 70% are aware of graduation requirements.
· 70% believe their student with special needs receive appropriate support.
We are in the Alternative School Accountability Model.
