Frank Zeek ElementaryUkiah Unified School District

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A Frank Zeek Tiger is: Peaceful, Responsible, Respectable, Safe

School Accountability Report Card

2019-20 School Accountability Report Card
Published During the 2020-21 School Year.


Frank Zeek Elementary School
1060 North Bush Street • Ukiah, CA 95482-3865 • (707) 472-5100 • Grades K-6
Dara Brown, Principal
 
2019-20 School Accountability Report Card
Published During the 2020-21 School Year
Ukiah Unified School District
511 South Orchard Avenue
Ukiah, CA 95482-3411
(707) 472-5000
 
 
 
District Governing Board
Megan Van Sant
Vice-President, Ukiah Unified School Board
 
Anne Molgaard
President, Ukiah Unified School Board
 
Jose Diaz
Trustee, Ukiah Unified School Board
 
Beatriz " Bea" Arkin
Trustee, Ukiah Unified School Board
 
Carolyn Barrett
Trustee, Ukiah Unified School Board
 
Zoey Fernandez
Trustee, Ukiah Unified School Board
 
Tyler Nelson
Trustee, Ukiah Unified School Board
 
 
 
District Administration
Debra Kubin
Superintendent
 
Katie Sommer
Assistant Superintendent, Educational Services
 
Nicole Glentzer
Assistant Superintendent, Human Resources
 
Jason Iverson
Director, Student Services
 
Beth Kirkley
Director, ELL/Migrant Education
 
Scott Paulin
Director, Alternative Education
 
Sierra Lahera
Director, Special Education
School Description
Frank Zeek School serves a student population of 448 children from transitional kindergarten through sixth grade. We are one of 6 elementary schools in Ukiah Unified School District. The neighborhood is largely lower-middle class, residential. Our students’ ethnicity is 51% Hispanic or Latino and 49% Not Hispanic or Latino. The racial make up is 0.45% Asian, 0.45% Black/African American, 1.34% Filipino, 3% American Indian or Alaskan, 7% multi-racial, 35% White, and 51% Hispanic. The percentage of our students that are economically disadvantaged is 76%. Our school has 19 regular education classroom teachers, 1 credentialed Physical Education Teacher, 2.5 Special Education Teachers (1.5 resource teachers and 1 severely handicapped teacher), 1 Reading Support Teacher, 1 Student Success Coordinator, 2 office staff, 1 health technician, 1 Family Community Liaison, 1 counselor, 2 cafeteria workers, and 27 classified paraprofessional personnel. Students who qualify, participate in the district GATE program. Funding for which the site has discretion over is primarily Title I, Supplemental and Concentration Grant (SCG), ASES, and site discretionary. We have a dedicated School Site Council, Title I Advisory Committee and an ELAC Parent Committee. Frank Zeek is on a traditional school calendar with the required number of instructional minutes.
 
In general, Frank Zeek School students in grades 3-6 participate in SBAC testing in Spring. Due to COVID-19, the SBAC test for last year was suspended. Prior to that, our scores showed positive improvement in many SBAC areas.

School Vision and Mission
Frank Zeek is a school where children can thrive!

About the SARC
By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains
information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies
(LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC.
  • For more information about SARC requirements and access to prior year reports, see the California Department of Education (CDE) SARC web page at https://www.cde.ca.gov/ta/ac/sa/.
  • For more information about the LCFF or the LCAP, see the CDE LCFF webpage at https://www.cde.ca.gov/fg/aa/lc/.
  • For additional information about the school, parents/guardians and community members should contact the school principal or the district office.
 
2019 - 20 Student Enrollment by Grade Level
Grade Level Number of Students
Kindergarten 78
Grade 1 75
Grade 2 87
Grade 3 72
Grade 4 71
Grade 5 78
Grade 6 28
Total Enrollment 489
 
Group Percent of Total Enrollment
Black or African American 0.2
American Indian or Alaska Native 3.1
Asian 0.6
Filipino 1.6
Hispanic or Latino 51.5
White 37.4
Two or More Races 5.1
Socioeconomically Disadvantaged 76.5
English Learners 23.7
Students with Disabilities 6.3
Foster Youth 2
Homeless 2.5
 
A. Conditions of Learning

State Priority: Basic
The SARC provides the following information relevant to the State priority: Basic (Priority 1):
  • Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;
  • Pupils have access to standards-aligned instructional materials; and
  • School facilities are maintained in good repair.
Teacher Credentials for Frank Zeek Elementary School 18 - 19 19 - 20 20 - 21
With Full Credential 25 24 24
Without Full Credential 0 2 0
Teaching Outside Subject Area of Competence 0 0 0
 
Teacher Credentials for Ukiah Unified School District 18 - 19 19 - 20 20 - 21
With Full Credential 290
Without Full Credential 33
Teaching Outside Subject Area of Competence 0
 
Teacher Misassignments and Vacant Teacher Positions at Frank Zeek Elementary School
Indicator 18 - 19 19 - 20 20 - 21
Teachers of English Learners 0 0 0
Total Teacher Misassignments * 0 0 0
Vacant Teacher Positions 0 0 0
Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.
* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.
 
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2020-21)
Instructional materials meet EC Sections 60040-60045 as well as the SBE guidelines.
 
Textbooks and Instructional Materials
Year and month in which data were collected: September 2020
Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption
Reading/Language Arts
 Benchmark Advance - CA Edition, Benchmark Education Publishers, Adopted 4/12/18
 Grade 6: Study Sync, McGraw Hill School Education, Publisher, Adopted 4/12/18

The textbooks listed are from most recent adoption: Yes
Percent of students lacking their own assigned textbook: 0.0
Mathematics
Bridges in Mathematics 2nd Edition (The Math Learning Center), Adopted 4/14/16
Math Links (Grade 6), Adopted 4/14/16
Piloting 2018-2020: Illustrative Math, Open-up resources, Publisher
 
The textbooks listed are from most recent adoption: Yes
Percent of students lacking their own assigned textbook: 0.0
Science
California Science (MacMillan/McGraw -Hill), Adopted 8/12/08
Science Dimensions (Houghton Mifflin, Harcourt) Adopted 5/9/2019 (6th grade)
 
The textbooks listed are from most recent adoption: Yes
Percent of students lacking their own assigned textbook: 0.0
History-Social Science
History-Social Science for California, Pearson Scott Foresman, Adopted 8/07/07
 
The textbooks listed are from most recent adoption: Yes
Percent of students lacking their own assigned textbook: 0.0
Note: Cells with N/A values do not require data.
 
School Facility Conditions and Planned Improvements (Most Recent Year)
FIT Inspections were suspended for the 2020-2021 School Year due to COVID-19 health order compliance in Mendocino County. All data and descriptions in this section are carried over from the 2019-2020 school year.

The district takes great efforts to ensure that all schools are clean, safe, and functional. To assist in this effort, the district uses a facility survey instrument developed by the State of California Office of Public School Construction. Below is more specific information on the condition of the school and the efforts made to ensure that students are provided with a clean, safe, and functional learning environment.

Age of School Buildings
This school has 23 classrooms, a multipurpose room, a library, a computer lab, and an administration building. The main campus was built in 1951. Portable classrooms were installed in 1985 (3) 1989 (5) 1991 (1) and 2004 (1).

Maintenance and Repair
District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are completed in a timely manner. A web-based work order process is used to ensure efficient service and that emergency repairs are given the highest priority.

Cleaning Process and Schedule
The district governing board has adopted cleaning standards for all schools in the district. The principal and Director of Maintenance and Operations work with the custodial staff to develop cleaning schedules to ensure a clean and safe school. Custodial staff work over the summer to deep clean the classrooms.
 
Technology Projects
Continued WiFi and camera updates have been made to accommodate technology in the classrooms.
Roofs and HVAC units were replaced on 2 classroom wings over summer 2019.
School Facility Good Repair Status (Most Recent Year)
Using the most recently collected FIT data (or equivalent), provide the following:
  • Determination of repair status for systems listed
  • Description of any needed maintenance to ensure good repair
  • The year and month in which the data were collected
  • The rate for each system inspected
  • The overall rating
Year and month in which data were collected: 9/2/2019
System Inspected Repair Status Repair Needed and Action Taken or Planned
Systems: Gas Leaks, Mechanical/HVAC, Sewer
Good  
Interior: Interior Surfaces Good  
Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Good  
Electrical: Electrical Good  
Restrooms/Fountains: Restrooms, Sinks/ Fountains Good  
Safety: Fire Safety, Hazardous Materials Good  
Structural: Structural Damage, Roofs Good  
External: Playground/School Grounds, Windows/ Doors/Gates/Fences Good  
Overall Rating Exemplary  
 
B. Pupil Outcomes
 
State Priority: Pupil Achievement
The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4):
  • Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. Only eligible students may participate in the administration of the CAAs. CAAs items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with the most significant cognitive disabilities); and
  • The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study.
CAASPP Test Results in ELA and Mathematics for All Students
Grades Three through Eight and Grade Eleven
Percentage of Students Meeting or Exceeding the State Standard 
Subject
School
18 - 19
School
19 - 20
District
18 - 19
District 
19 - 20
State
18 - 19
State
19 - 20
ELA 48 N/A 39 N/A 50 N/A
Math 38 N/A 26 N/A 39 N/A
  • Note: Cells with N/A values do not require data.
  • Note: The 2019-2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019-2020 school year.
  • Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
  • Note: ELA and mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3-Alternate) on the CAAs divided by the total number of students who participated in both assessments.
 
 
CAASPP Test Results in Science for All Students
Grades Five, Eight, and High School
Percentage of Students Meeting or Exceeding the State Standard
 
Subject
School
18 - 19
School
19 - 20
District
18 - 19
District
19 - 20
State
18 - 19
State
19 - 20
Science 25 N/A 24 N/A 30 N/A
  • Note: Cells with N/A values do not require data.
  • Note: The 2019-2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019-2020 school year.
  • Note: The new California Science Test (CAST) was first administered operationally in the 2018-2019 school year.
State Priority: Other Pupil Outcomes
The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8):
  • Pupil outcomes in the subject areas of physical education.
2019-20 Percent of Students Meeting Fitness Standards
Grade Level 4 of 6 5 of 6 6 of 6
5 N/A N/A N/A
7 N/A N/A N/A
9 N/A N/A N/A
  • Note: Cells with N/A values do not require data.
  • Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-56-20 was issued which waived the requirement to administer the physical fitness performance test for the 2019–2020 school year.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
CAASPP Test Results in Science by Student Group
Grades Three through Eight and Grade Eleven (School Year 2019-2020)
Student Group
Total
Enrollment
Number
Tested
Percent
Tested
Percent
Not Tested
Percent Met
or Exceeded
All Students N/A N/A N/A N/A N/A
Male N/A N/A N/A N/A N/A
Female N/A N/A N/A N/A N/A
Black or African American N/A N/A N/A N/A N/A
American Indian or Alaska Native N/A N/A N/A N/A N/A
Asian N/A N/A N/A N/A N/A
Filipino N/A N/A N/A N/A N/A
Hispanic or Latino N/A N/A N/A N/A N/A
Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A
White N/A N/A N/A N/A N/A
Two or More Races N/A N/A N/A N/A N/A
Socioeconomically Disadvantaged N/A N/A N/A N/A N/A
English Learners N/A N/A N/A N/A N/A
Students with Disabilities N/A N/A N/A N/A N/A
Students Receiving Migrant Education Services N/A N/A N/A N/A N/A
Foster Youth N/A N/A N/A N/A N/A
Homeless N/A N/A N/A N/A N/A
  • Note: Cells with N/A values do not require data.
  • Note: The 2019-2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019-2020 school year.
CAASPP Test Results in ELA by Student Group
Grades Three through Eight and Grade Eleven (School Year 2019-2020)
Student Group
Total
Enrollment
Number
Tested
Percent
Tested
Percent
Not Tested
Percent Met
or Exceeded
All Students N/A N/A N/A N/A N/A
Male N/A N/A N/A N/A N/A
Female N/A N/A N/A N/A N/A
Black or African American N/A N/A N/A N/A N/A
American Indian or Alaska Native N/A N/A N/A N/A N/A
Asian N/A N/A N/A N/A N/A
Filipino N/A N/A N/A N/A N/A
Hispanic or Latino N/A N/A N/A N/A N/A
Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A
White N/A N/A N/A N/A N/A
Two or More Races N/A N/A N/A N/A N/A
Socioeconomically Disadvantaged N/A N/A N/A N/A N/A
English Learners N/A N/A N/A N/A N/A
Students with Disabilities N/A N/A N/A N/A N/A
Students Receiving Migrant Education Services N/A N/A N/A N/A N/A
Foster Youth N/A N/A N/A N/A N/A
Homeless N/A N/A N/A N/A N/A
Note: Cells with N/A values do not require data.
Note: The 2019-2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for
the 2019-2020 school year.
 
CAASPP Test Results in Mathematics by Student Group
Grades Three through Eight and Grade Eleven (School Year 2019-2020)
Student Group
Total
Enrollment
Number
Tested
Percent
Tested
Percent
Not Tested
Percent
Met or Exceeded
All Students N/A N/A N/A N/A N/A
Male N/A N/A N/A N/A N/A
Female N/A N/A N/A N/A N/A
Black or African American N/A N/A N/A N/A N/A
American Indian or Alaska Native N/A N/A N/A N/A N/A
Asian N/A N/A N/A N/A N/A
Filipino N/A N/A N/A N/A N/A
Hispanic or Latino N/A N/A N/A N/A N/A
Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A
White N/A N/A N/A N/A N/A
Two or More Races N/A N/A N/A N/A N/A
Socioeconomically Disadvantaged N/A N/A N/A N/A N/A
English Learners N/A N/A N/A N/A N/A
Students with Disabilities N/A N/A N/A N/A N/A
Students Receiving Migrant Education Services N/A N/A N/A N/A N/A
Foster Youth N/A N/A N/A N/A N/A
Homeless N/A N/A N/A N/A N/A
Note: Cells with N/A values do not require data.
Note: The 2019-2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019-2020 school year.
 
C. Engagement

State Priority: Parental Involvement
The SARC provides the following information relevant to the State priority: Parental Involvement (Priority 3):
  • Efforts the school district makes to seek parent input in making decisions for the school district and each school site
Opportunities for Parental Involvement (School Year 2020-21)
Parents meet monthly to plan fund raising and social events for the school. Each year they organize a Walk-a-thon in which all students participate and Read-a-thon. They use some of the funds to help bring assemblies to our school, update our playground, finance field trips, and help with our annual Book Fair. Parents participate in the
School Site Council, ELAC, and the District Advisory Committee. Our PTO President is Joanna Reynosa. The Parent Engagement Center (PEC) is staffed by the Family
Liaison and is a localized place for parents to access information about the school, find support in helping their children, volunteer outside the classroom, and learn about community resources in an effort to mitigate trauma and support student success. The current situation with COVID-19 has closed our PEC. However, we continue to work hard to identify needs and bring our center to the parents at every opportunity.
  • Communication between the school and families was maintained through our school web-site, printed materials, direct phone calls, and the use of AERIES Signal Kit for mass communications.
  • Principal provided information about Frank Zeek and the Common Core State Standards at PTO meetings, parent gatherings, Back To School Night, and mailings.
  • Last year's Back to School Night, Literacy Night, School Wide Book Fair, and school craft faire were well attended by families of Frank Zeek.
  • Parent Teacher conferences were held online this year and have been well attended by Frank Zeek families.
  • When conditions allow, various grade levels perform for students and parents.
  • Quarterly Newsletters and updated website was provided to parents in English and Spanish.
  • When conditions allow, there are frequent field trips and parent volunteer opportunities happen daily.
  • Multi-cultural celebrations (such as Day of the Dead and Day of the Child) are a welcome addition to our calendar.
  • Students are recognized through awards assemblies (including Student of the Month and DELAC celebration).
State Priority: School Climate
The SARC provides the following information relevant to the State priority: School Climate (Priority 6):
  • Pupil suspension rates;
  • Pupil expulsion rates; and
  • Other local measures on the sense of safety.
School Safety Plan (School Year 2020-2021)
Our Safe School Plan includes the following elements: Annual Statistical Report, Child Abuse Reporting, Disaster procedures, Suspensions/Expulsions, Notification of Dangerous Pupils, Sexual Harassment Policy, Dress Code Prohibiting "Gang Related" Apparel, Student/Employee Safety to and From School, Safe/Orderly Environment, Discipline Rules and Procedures, and Crisis Plan. It is updated and reviewed annually. It was last discussed with faculty on Wednesday, Aug 10, 2020.
 
Suspensions and Expulsions
(data collected between July through June, each full school year respectively)
Rate
School
2017-18
School
2018-19
District
2017-18
District
2018-19
State
2017-18
State
2018-19
Suspensions 2.6 0.4 8.7 7.0 3.5 3.5
Expulsions 0.0 0.0 0.4 0.4 0.1 0.1
 
Suspensions and Expulsions for School Year 2019-2020 Only
(data collected between July through February, partial school year due to the COVID-19 pandemic)
Rate
School
2019-20
District
2019-20
State
2019-20
Suspensions 2.75 5.0 N/A
Expulsions 0.0 0.1 N/A
Note: The 2019-2020 suspensions and expulsions rate data are not comparable to prior year data because the 2019-2020 school year is a partial school year due to the COVID-19 crisis. As such, it would be inappropriate to make any comparisons in rates of suspensions and expulsions in the 2019-2020 school year compared to prior years.
 
D. Other SARC Information
The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.
 
Ratio of Pupils to Academic Counselor (School Year 2019-2020)
Title Ratio
Academic Counselor * 0
*One full time equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.
 
Grade Level
2017-18 Average
Class
Size
2017-18
# of
Classes*
Size 1-20
2017-18
# of
Classes*
Size 21-32
2017-18
# of
Classes*
Size 33+
2018-19
Average
Class Size
2018-19
# of
Classes*
Size 1-20
2018-19 # of Classes* Size 21-32 2018-19 # of Classes* Size 33+ 2019-20 Average Class Size 2019-20 # of Classes* Size 1-20 2019-20 # of Classes* Size 21-32 2019-20 # of Classes* Size 33+
K 25   4   24   4 3 24      
1 24   3   24   3   24   2  
2 24   3   24   3   24 3    
3 23   4   24   3   24   3  
4 30   2   30   3   30   2  
5 23 1 2   22 1 2   30   2  
6 21 1 5   21   6   28   6  
Other**                 26   3  
* Number of classes indicates how many classes fall into each size category (a range of total students per class).
** “Other” category is for multi-grade level classes.
 
Professional Development (Most Recent Three Years)
Measure 2018 - 19 2019 - 20 2020 - 21
Number of school days dedicated to Staff Development and Continuous Improvement 5 5 5
 
Throughout the year teachers meet at their grade level to examine data and instructional strategies as they relate to student achievement and improving instruction. UUSD negotiated with UTA to provide early release time each Wednesday of the school year. Other than the first and fifth Wednesdays each month (reserved for staff meetings), teachers meet in grade level PLC teams to analyze data and develop strategies for improving their teaching. At a minimum, teachers meet three times each year with ELD and Reading Intervention Staff to discuss the progress of their students who are receiving pullout intervention support. Teachers for each grade level also share a common prep period for collaboration with their team.
 
The district developed a Leadership Network team, which contains teachers and administration from every site, to participate in professional development in Professional Learning Communities (PLCs) to guide and direct site staff in best practices. Leadership Network teachers attend in-services and bring back training to staff regarding improving learning and instruction. Staff also have the opportunity to attend low cost/free workshops on education law and other topics through our county offices of education. The principal utilizes at 90/10 goal approach to staff meetings (90% PD, 10% business). The PD topics in staff meetings are PLC and CCSS support in nature, determined by data and have included strategies for examining data and restorative techniques. Due to evidentiary support in academic research, there is a priority focus on the development of highly effective PLCs. The principal provides on site PD to the classified staff on topics determined by need several times a year. Due to COVID-19, training has also included best practice in Distance Learning and Hybrid Learning, as well as the technology skills needed to teach in these models.
 
FY 2018-19 Teacher and Administrative Salaries
Category District
Amount
State Average for
Districts In Same
Category
Beginning Teacher Salary $46,492 $49,782
Mid-Range Teacher Salary $65,806 $76,851
Highest Teacher Salary $90,147 $97,722
Average Principal Salary (ES) $110,954 $121,304
Average Principal Salary (MS) $124,116 $128,629
Average Principal Salary (HS) $134,335 $141,235
Superintendent Salary $188,735 $233,396
FY 2018-19 Expenditures Per Pupil and School Site Teacher Salaries
Level Total Restricted Unrestricted
Average
Teacher
Salary
School Site $7,291 $2,250 $5,041 $69,216
District N/A N/A $8,819 $67,505
State N/A N/A $7,750 $79,209
 
Percent Differences Unrestricted Average Teacher Salary
School Site/District -54.5 2.5
School Site/ State -42.4 -13.5
Note: Cells with N/A values do not require data.
Percent of District Budget
District
Amount
State Average for Districts In Same Category
Teacher Salaries 32.0 33.0
Administrative Salaries 6.0 6.0
 
Types of Services Funded
All students are provided the core program in the areas of Reading, English Language Arts, Mathematics, Science, Social Studies, Health, Visual and Performing Arts, and Physical Education. Students who qualify receive support in English Language Development. In addition, identified students receive support services through categorical funds.
 
State Priority: Pupil Engagement
The SARC provides the following information relevant to the State priority: Pupil Engagement (Priority 5):
  • High school dropout rates; and
  • High school graduation rates.
Dropout Rate and Graduation Rate (Four-Year Cohort Rate)
Rate for Ukiah Unified School District 2016 - 17 2017 - 18 2018 - 19
Dropout Rate      
Graduation Rate 85.9 87.9 87.8
 
Rate for California 2016-17 2017-18 2018-19
Dropout Rate      
Graduation Rate 82.7 83 84.5
 
DataQuest
DataQuest is an online data tool located on the CDE DataQuest web page that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners).
 
California School Dashboard
The California School Dashboard (Dashboard) reflects California’s new accountability and continuous improvement system and provides information about how LEAs and schools are meeting the needs of California’s diverse student population. The Dashboard contains reports that display the performance of LEAs, schools, and student groups on a set of state and local measures to assist in identifying strengths, challenges, and areas in need of improvement.