School Accountability Report Card Reported for School Year 2002-2003 Published During 2003-2004
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 at http://www.cde.ca.gov/ope/sarc/data.htm. Most data presented in this report were collected from the 2002-03 school year or from the two preceding years (2000-01 and 2001-02). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2001-02. A glossary of terms is available at http://www.cde.ca.gov/demographics/glossary.
School Information
District Information
School Name
Frank West Elementary
District Name
Bakersfield City Elementary
Principal
Dawn Slaybaugh
Superintendent
Dr. Jean Fuller
Street
2400 Benton St.
1300 Baker St.
City, State, Zip
Bakersfield, CA 93304-5052
Bakersfield, CA 93305-4326
Phone Number
661.631.5830
661.631.4600
FAX Number
661.631.4519
661.326.1485
Web Site
www.bcsd.com/west
www.bcsd.com
E-mail Address
slaybaughd@bcsd.com
fullerj@bcsd.com
CDS Code
15-63321-6008924
SARC Contact
Dr. Marvin Jones
School Description and Mission Statement
Frank West School is located in south-central Bakersfield. It is one of 42 schools in the Bakersfield City School District and opened in 1958.
Today, Frank West School is a neighborhood school that serves students in K-5. We have approximately 670 students. An elementary instructional program in Traditional, English Immersion, and Special Education classes services our students. Frank West School has a full-time principal, program specialist, counselor, academic coach, outreach consultant, class-size reduction teacher, 2 special education teachers, and 31 full-time credentialed teachers, who teach in self-contained classrooms. All K-3 classes average 19 students, with 6 kindergarten classes providing an extended day schedule. A Miller-Unruh reading specialist, one teacher tutor, and two Americorp tutors provide additional instruction in reading and math, on a daily basis. Frank West has a fully operational media lab and library.
Frank West is working hard to bring up our student’s test scores and the school’s API (Academic Performance Index). We are involved in a state program called Immediate Intervention for Under performing School Program (II/USP). The program provides our school the resources and personnel to implement change, offer staff development, and improve instruction.
The mission of Frank West Elementary School is to promote, encourage, and support our students in developing a lifelong commitment to learning. We believe:
§ That all students can learn when there is a partnership between the school and parents.
§ Students need to apply their learning in meaningful contexts.
§ Students learn to make appropriate decisions given a supportive and challenging learning environment. Challenging expectations increase student performance.
§ Students learn best when they have appropriate opportunities for success.
§ The commitment to continuous improvement is imperative if our school is going to enable students to be confident, self-directed, lifelong learners.
Opportunities for Parental Involvement
Contact Person Name
Arlene Silvestro, Program Specialist
Contact Person Phone Number
Frank West School directly benefits from the active commitment of our parents and community members. The school community is involved in school activities that promote student achievement and open communication between the school and home. Their involvement is needed to meet the diverse needs of our student population. We have an “open-door” policy with our parents and community members to participate in daily instructional program, with our teachers, students, and staff, to help improve student achievement, attitude, and attendance. Through weekly newsletters, we keep our community informed about upcoming events and invite them to attend, discuss strategies or ideas to help with schoolwork, homework, or emotional issues and the staff addresses any pertinent information. To help our parents we have a family advocate who helps parents with their basic needs, food, clothing, job training, education, health care, shelter, and parenting classes. Twice a week, at night, we open our school for CBET classes, which teaches parents and community members English and computer skills.
Parent involvement is evident in the classroom, through participation in formal committees, and through support and time given to school programs and activities. The formal committees parents are invited to participate in are School Site Council, Program Monitoring, Developing the School Plan, School Advisory Committee, English Language Advisory Committee, and P.T.A., and Booster Club. Parents are active in supporting school activities such as, Parent/Teacher Conferences, SITS, IEPS, Back-to-School Night, Standards Night, CAT/6 night, Read Across America, working in our IMC to make copies, cut paper, etc, Winter Program, Spring Concert, and our Carnival.
I. Demographic Information Student Enrollment, by Grade Level Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).
Grade Level
Enrollment
Kindergarten
104
Grade 1
96
Grade 2
90
Grade 3
129
Grade 4
108
Grade 5
124
Total Enrollment
651
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
19.8
Hispanic or Latino
381
58.5
American Indian or Alaska Native
10
1.5
Pacific Islander
2
0.3
Asian
15
2.3
White (Not Hispanic)
112
17.2
Filipino
Multiple or No Response
0
0.0
II. School Safety and Climate for Learning School Safety Plan
Date of Last Review/Update
4-7-03
Date Last Discussed with Staff
Frank West established its Comprehensive School Safety Plan in 1998. A law enforcement officer specializing in safety provided direction in the establishment of the School Safety Plan. Frank West’s School Safety Plan is current and is updated annually. Key elements of Frank West’s School Safety Plan include the following: (a) routine and emergency disaster procedures; (b) suspension, and expulsion procedures; (c) teacher notification of pupils with a specific discipline history; (d) child abuse reporting procedures, (e) the district’s sexual harassment policy; (f) school crime data; (g) the student dress code; (h) safe entrance and exit procedures; (i) the civil defense and disaster plan; and (j) discipline rules and procedures. Our overall goal is to maintain a safe and orderly school environment conducive to learning.
School Programs and Practices that Promote a Positive Learning Environment
At Frank West School we use a commonsense approach to fostering a positive school climate and learning environment. We teach students skills to cultivate confidence, make good decisions, build character, and to become lifelong learners. Building resiliency in our students is of primary importance at Frank West School. Staff, students, parents and community businesses’ work together to promote positive, nurturing relationships. A multitude of programs and activities are in place to create an atmosphere of educational, social, and community growth.
At the beginning of the school year, and as new students are enrolled, each child is given and oriented with their personal “Frank West Student Folder” that outlines all the school policies on discipline, homework, cafeteria and playground behavior, bus riding, dress code, and students rights and responsibilities. This information is reinforced at our annual “Character Counts Assembly” where students are informed of academic and behavioral expectations, school-wide procedures, the district and school discipline code, and positive and negative consequences for their behavior.
At Frank West School we believe what determines the course of life and the quality of our community is what kind of person you are. It’s your character that counts. Our Staff is focusing on the “Six Pillars of Character” to help build responsible, caring individuals. The “Six Pillars” are citizenship, respect, responsibility, fairness, caring, and trustworthiness. Some other school-wide activities to promote the “Six Pillars of Character” are: Pillar of the Month – where we focus on a new pillar each month, School Pledge to “practice the pillars, Recognition Wall for Student Achievement in Character.“ Six Pillars” Assemblies- Guest speakers will focus on the pillars, and Awards- We will recognize students annually who model the “Six Pillars.”
To address the social and emotional needs of our students we have a counselor on staff who provides social group skills for all grades (K-5), as well as individual and parent support. Conflict resolution and decision-making skills are taught while self-esteem is bolstered. Our counselor visits each classroom once a month to positive problem solving, anger management issues, and to focus on the current pillar of character.
Knowledge and social bonding are enhanced by Frank West’s commitment to the school day and our After-School Program. Our after-school program not only benefits student with working parents by having a positive and safe place to be after-school, but also gives all students the opportunity to further their academic, social and behavioral success by taking part in the activities. These activities include Instructional Tutoring for Student Achievement (I.T.S.A), Boy Scouts, Girl Scouts, computer lab open, lunch, Cheerleading, Migrant Tutoring, and Peer Mentoring.
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
2001
2002
2003
Number of Suspensions
67
57
165
3127
3319
9451
Rate of Suspensions
10%
8%
25%
11%
12%
34%
Number of Expulsions
1
4
127
140
136
Rate of Expulsions
0%
1%
School Facilities
Frank West School was built in 1958. It sits on 11.77 acres of which 7.3 acres is playground. This school has 34 classrooms, a multi-purpose center, library, computer lab, and an instructional materials center. The campus also has a staff lounge.
The custodial staff adheres to a weekly cleaning schedule that includes classrooms, restrooms, the cafeteria and kitchen areas.
The District’s Mobile Maintenance Team visits the school site at least twice a year. Maintenance emergencies are addressed immediately. District personnel maintain the grounds at least once every two weeks.
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) in English-language arts and mathematics in grades 2-11, science and history/social science in grades 9-11, and a norm-referenced test, which 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. Detailed information regarding 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 standard) and percent not tested.
Performance Level
State
English Language Arts
Proficient or Advanced
14
12
16
20
30
32
35
Not Tested
5
6
7
8
Mathematics
23
19
24
31
---
Science
27
History/Social Science
28
CST - Racial/Ethnic Groups Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested.
African- American
White (not Hispanic)
17
3
18
CST - Subgroups Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested.
Male
Female
English Learners
Socioeconomically Disadvantaged
Students With Disabilities
Migrant Education Services
Yes
No
13
22
25
Norm-Referenced Test (NRT) Reading and mathematics results from the Norm-Referenced Test (NRT), adopted by the State Board of Education (this was the Stanford 9 test up until 2003, but was changed to the California Achievement Test, Sixth Edition for 2003), 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. 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.
Subject
Reading
26
44
45
43
33
40
37
38
53
55
50
NRT - Racial/Ethnic Groups Data reported are the percent of students scoring at or above the 50th percentile.
39
NRT - Subgroups Data reported are the percent of students scoring at or above the 50th percentile.
11
34
36
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/statetests/pe/pe.html. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
Total
24.2
15.9
33.3
16.0
15.1
17.0
23.1
24.5
21.7
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/psaa/api/ or by speaking with the school principal. Schoolwide API
API Base Data
API Growth Data
2000
From 2000 to 2001
From 2001 to 2002
From 2002 to 2003
Percent Tested
99
100
API Base Score
571
559
579
API Growth Score
553
566
623
Growth Target
Actual Growth
-18
Statewide Rank
Similar Schools Rank
API Subgroups - Racial/Ethnic Groups
487
546
525
562
9
554
564
589
585
643
21
54
634
618
614
619
592
631
-15
-26
API Subgroups - Socioeconomically Disadvantaged
555
549
541
620
-14
Awards and Intervention Programs Eligibility for statewide award or intervention programs is based on API growth data from the previous academic year. The Immediate Intervention/Underperforming Schools Program was not funded for the year 2002 or 2003.
Federal Programs
Recognition for Achievement (Title 1)
Number of Schools Identified for Program Improvement
Identified for Program Improvement (Title 1)
Percent of Schools Identified for Program Improvement
7.0
28.6
Exited Title 1 Program Improvement
Years Identified for Program Improvement
California Programs
Eligible for Governor's Performance Award
Eligible for II/USP
Applied for II/USP Funding
Received II/USP Funding
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. Data reported show whether all groups of students in the school made Adequate Yearly Progress (AYP). Detailed information about AYP can be found at the California Department of Education Web site at http://www.cde.ca.gov/ayp/ or by speaking with the school principal.
Groups
All Students
African American
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 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
17.00
18.33
16.14
16.83
17.80
17.60
19.83
18.83
17.40
19.00
19.67
29.00
28.75
26.50
30.00
27.50
K-3
18.00
3-4
20.00
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
100%
VI. Teacher and Staff Information Teacher Credentials Data reported are the number of teachers (full-time and part-time). 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
41
Teachers with Full Credential (full credential and teaching in subject area)
Teachers Teaching Outside Subject Area (full credential but teaching outside subject area)
Teachers with Emergency Credential (includes District Internship, University Internship, Pre-Interns, and Emergency Permits)
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)
Teacher Evaluations
Teacher evaluation procedures are defined in the collective bargaining agreement, evaluation documents utilized in the evaluation process, Board of Education policy, and communications prepared by Personnel Services. Teachers in permanent status are evaluated biennially, but may be evaluated annually. Teachers in any other status are evaluated annually. The criteria for evaluation is developed collaboratively between the school principal and teacher. The results of the evaluation are shared with the teacher with a copy placed in the teacher’s personnel file. The rating on the teacher evaluation checklist are: meets standards, needs improvement, and unsatisfactory.
Substitute Teachers
The District provides qualified substitutes when teachers are absent. If the District experiences difficulty in obtaining substitutes on a particular day due to a short supply and excessive demands, capable and qualified support personnel at our own school are available to substitute.
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 equals one FTE.
Title
FTE
Counselor
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 equals 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
681.00
VII. Curriculum and Instruction School Instruction and Leadership
The Leadership of Frank West Elementary School is a shared process between the principal and the staff. Our principal has been an educational leader for 17 years, 14 in the classroom and the last 3 years in administration. In addition to administrative credentials, she also has a Masters Degree in Curriculum and Instruction. Her passion is to make sure every child can succeed and become a lifelong learner. The principal relies on the school’s Leadership Team to drive effective instruction, make changes, discuss concerns, and improve the school to make sure each child receives grade level instruction.
The major goal of Frank West’s Leadership Team is to coordinate, monitor, develop, and implement policies/processes that lead to the continual improvement of teaching and learning. The team is essential to critical leadership and decision-making. It is the driving force for most school wide instructional/academic decisions.
Each member is critical in to our effort to improve our school efforts. Members lead the change towards continuous and consistent improvement in teaching and learning levels, therefore our members exemplify and model the following leadership qualities:
· They are strong, positive, leaders who drive the agenda and keep the team on task.
· They are collaborative team players that build team strength, effectiveness, and cohesiveness.
· The have a positive attitude towards school reform and personally believe in “change” as a professional growth opportunity.
· They willingly implement professional growth best practices and strategies for improved classroom and school wide academic success.
· They are innovative. They are able to help their team analyze, plan, and implement strategies that help the whole team succeed.
· They serve as proactive school wide role models.
· The accept accountability and responsibility.
· They have good planning and organizational skills and are able to share information appropriately and return documentation on time.
The highest priority at Frank West is student learning. Collaboration between students, staff, parents, and the community has provided our school with a quality education and an environment that foster meaningful participation, caring, support, and high expectations. The staff at Frank West is committed to effective teaching and successful implementation of the state standards. Ninety percent of the curriculum taught is at grade level with ten percent in one grade level below for remediation. The staff has identified the following “Academic Student Outcomes” to drive instruction:
1) Students will be effective communicators who receive and convey information through listening, speaking, reading, and writing.
2) Students will be problem solvers who access and apply information, utilizing a variety of thinking strategies, to solve the problem.
3) Student will be able to learn the state standards and be accountable for that learning.
In order to give extra support to at-risk learners, Frank West has the following interventions in place; a Miller-Unruh Reading Specialist, a teacher tutor, two Americorp Tutors, English Language Development, after-school tutoring, Migrant tutoring, a Counselor, Outreach Specialist, Accelerated Reader Program, a Resource Specialist Teacher, A Special Education Program, Library Media Center, and an Academic Coach. Students receive the interventions they need based on assessment results and teacher observations. The progress of each student is monitored through chapter tests, running records, Star Reading, quarterly benchmarks, and state mandated testing.
Professional Development
Professional Development Days are designed to provide continuous learning opportunities for administrators, teachers, and classified personnel. These days affirm the basic philosophy of education that learning is a lifelong process that contributes to the well being of the students, teachers, administrators, and community.
Three Professional Development Days for certificated staff were scheduled during the 2002-2003 school year. All of the days were planned by the school sites to meet their individual needs. The days were scheduled prior to the opening of school, during the fall and winter. All professional development days were scheduled outside of the regular school calendar.
Through reading, math and technology grants awarded by the state, the district has been able to provide extensive training throughout the school year. Each of these sessions were held during the afternoon and on Saturdays, to support teachers in their implementation of a balanced reading/language arts, the integration of technology and mathematics intervention strategies.
New teachers received professional development through the Beginning Teacher Support and Assessment (BTSA) program. The focus of training was in the California Formative Assessment and Support System for Teachers (CFASST), California Standards for the Teaching Profession (CSTP) and the California Academic Content Standards. In addition, professional development was provided to meet induction requirements of SB 2042 leading to the California Clear Teaching Credential. Each beginning teacher was assigned a veteran teacher who served as a support provider. The support providers received on-going professional development in CFASST, coaching strategies, and instructional techniques. Professional development was provided through individual mentor, monthly meetings, and after-school or weekend workshops.
Pre-Intern and Intern teachers received professional development at monthly meetings focusing on the initial teaching skills of the CSTP including classroom management, lesson planning, assessment, and establishing a climate that is conducive to student achievement. Forty hours of professional development, entitled Initial Teaching Training, was made available to Pre-intern and Intern teachers prior to the beginning of the school session. Each Pre-intern and Intern was assigned a coach that provided day-to-day support in these areas as well as advisement toward meeting credential requirements.
Counseling, mentoring, and videotaping was provided on an individual basis to teachers seeking certification through the National Board for Professional Teaching Standards (NBPTS). NBPTS candidates met weekly with previous certified teachers who supported the new applicants in the application process.
Quality and Currency of Textbooks and Other Instructional Materials
All textbooks and instructional materials provided by the district are aligned with the California State Frameworks and State Academic Content Standards. Districtwide committees of teachers, principals, and parents under the direction of the Director of Curriculum and Standards evaluate and select materials from the state list of approved materials. These identified materials meet the rigor of the California Academic Content Standards.
The following instructional materials are standards-based and adopted from the state list:
Content Area
Level
Publisher
Textbook
Adoption
Year
K-6
Harcourt Brace
Houghton Mifflin
Glencoe/McGraw-Hill
Harcourt Social Science
Across the Centuries
The American Journey
1999-2000
K-5
6-8
Holt, Rinehart and Winston
Harcourt Science
Holt Science and Technology
2000-2001
8*
McDougal Littell
Glencoe
Houghton Mifflin Mathematics and Matematicas (Spanish)
Mathematics Concepts and Skills and Algebra 1 Concepts and Skills
Mathematics Applications and Connections 3
2001-2002
Reading/Language Arts
Holt Rinehart Winston
Reading California
Lectura (Spanish)
Holt Literature and Language Arts
2002-2003
* The Glencoe Mathematics Program used by some 8th graders is not on the current adoption list but on the AB 2519 list. These materials are used to assist students in preparation for the high school exit exam and Algebra I.
Instructional Minutes The California Education Code establishes the 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
41,760
36,000
52,740
50,400
56,340
54,000
Total Number of Minimum Days
There are a total of eight minimum days during the school year. The minimum days are scheduled to allow time for parent conferences and other duties.
IX. Fiscal and Expenditure Data Average Salaries (Fiscal Year 2001-2002) 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. The district average principal salary is shown separately for elementary, middle, and high schools, but the state average principal salary is combined.
Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
34836
37036
Mid-Range Teacher Salary
52518
60113
Highest Teacher Salary
67712
74006
Average Principal Salary (Elementary)
88952
89875
Average Principal Salary (Middle)
93958
Average Principal Salary (High)
Superintendent Salary
148394
138150
Percent of Budget for Teacher Salaries
43.81
45.72
Percent of Budget for Administrative Salaries
3.92
5.57
Expenditures (Fiscal Year 2001-2002) 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/fiscal/financial/.
State Average All Districts
Total Dollars
Dollars per Student (ADA)
$191071558
$7030
$6444
$6719