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2019–2020 School Accountability Report Card

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School Accountability Report Card

Reported Using Data from the 2019–2020 School Year

California Department of Education
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, 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 LCAP, see the CDE LCFF web page 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.

DataQuest

DataQuest is an online data tool located on the CDE DataQuest web page at https://dq.cde.ca.gov/dataquest/ 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) https://www.caschooldashboard.org/ 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.

Tim Farson, Principal

  • Principal, San Diego SCPA
Principal Photo

About Our School

Welcome to the San Diego School of Creative & Performing Art—an arts focused public magnet school for artistically passionate students in grades 6-12 located in Southeastern San Diego. At SDSCPA we nurture excellence in arts and academics through a rigorous dual curriculum. Our students must be extremely dedicated and willing to persevere through challenges, failures, opportunities and successes.

This school is different, and when you set foot on our campus, you will feel it. Each day we create a learning environment united by a passion for the transformative nature of the arts and inspired by opportunities to provide the depth, rigor, and intensity of artistic and academic instruction in preparation for post-secondary opportunities—whether pre-conservatory or university. It is a school excited by the artistic and scholarly processes of inquiry, discovery, and creation as each day we weave artistic and scholarly discourse using the universal language of art.

At SDSCPA, the arts are not an "elective." They are a core and essential area of study. Students do not just perform or create—they live through their performance or creation. It is their existential voice and way to interact with the world. SDSCPA tirelessly creates a space where students feel safe to create, explore, and discover. Students are encouraged to be courageous in telling stories through choreography, with pencil, camera or voice.

We pride ourselves in our ability to unite many walks of life, beliefs through a culturally relevant curriculum. We strive to create classrooms where students are alive with collaboration, intellectual discourse, and problem solving. We recognize that our students are unique thinkers and use the arts to harness the persity in our young thinkers.

We are committed to always improving. We strive to become the leading public arts focused school in the nation. In 2016, SDSCPA was ranked in the top 3% of American Public High Schools in the US News World Report. We are also striving to become a nationally accredited public arts high school—1 of 15 in the nation. This will require new partnerships, new resources, and a committed community who believes in the power of a free public arts education.

I look forward to engaging the San Diego community and nation as we build upon the dream of our founder, Florence Johnson, nearly 37 years ago.

Inspired,

Timothy E. Farson
Principal, San Diego School of Creative and Performing Arts

Principal's Comment

 

Contact

San Diego SCPA
2425 Dusk Dr.
San Diego, CA 92139-2412

Phone: 619-470-0555
Email: tfarson@sandi.net




About This School

Contact Information (School Year 2020–2021)

District Contact Information (School Year 2020–2021)
District Name
San Diego Unified
Phone Number
(619) 725-8000
Superintendent
Cindy Marten
Email Address
cmarten@sandi.net
Website
www.sandi.net
School Contact Information (School Year 2020–2021)
School Name
San Diego SCPA
Street
2425 Dusk Dr.
City, State, Zip
San Diego, Ca, 92139-2412
Phone Number
619-470-0555
Principal
Tim Farson, Principal
Email Address
tfarson@sandi.net
Website
http://www.scpa.sandi.net
County-District-School (CDS) Code
37683383730371

Last updated: 2/1/2021



School Description and Mission Statement (School Year 2020–2021)

Business and Community Partners

Artists and Allied Crafts

Asian Film Festival

California Student Opportunity and Access Program (Cal-SOAP)

Friends of SCPA

International Alliance of Theatrical Stage Employees

La Jolla Music Society

La Jolla Playhouse

Museum of Photographic Art (MOPA)

PAC Arts

Playwrights Project

San Diego Film Festival

San Diego Museum of Art

San Diego Opera

San Diego Repertory Theatre

Our school gratefully acknowledges the tremendous support we receive
from our partners, parents, and community volunteers.

The San Diego School of Creative and Performing Arts (SDSCPA) is a San Diego Unified School District college-preparatory, an arts-focused public magnet school for students in grades 6 through 12 who have a strong interest and talent in the arts. Successful SCPA students have the passion and determination to make the most of the school's unique arts training, encouragement, and support while balancing the demands of an academic and arts program in a seven-period day.


All prospective SCPA students must submit a School Choice Application available online at https://www.sandiegounified.org/school-choice-application.


All prospective high school students are required to audition. Audition information is available on the SCPA website under Enrollment. Students must call SCPA and arrange for an audition appointment.


VISION
All students will complete a pre-collegiate curriculum in the arts and academics. All students will demonstrate they are (1) prepared for conservatory study in the arts and (2) a sophisticated, literate critical thinker ready to engage in the 21st century creative economy.


MISSION
Through a safe and supportive learning environment, we will fulfill our promise to students by:



  • Offering a rigorous pre-collegiate scope and sequence of courses in the academics and arts

  • Ensuring all students have access to perse industry professionals in the arts and academics

  • Providing a passionate, student-centered staff dedicated to ensuring all students experience success

  • Providing ample opportunities for innovation, creativity, and critical thinking


Student Learning Objectives (SLOs)
Each SLO clarifies for the entire school community what students will know, understand and be able to do when they graduate from high school (i.e., a citizen who learns, thinks and communicates with confidence). The SLOs guide policies, procedures, and standards-based curricula that align with these SLOs:


SCHOLAR: An SCPA scholar is a critical and creative thinker with a deep-rooted passion for learning and discovery. Our scholars strive to be critical thinkers with the tools for sophisticated literacy in their art and academic curriculum.
CITIZEN: An SCPA citizen is actively involved in developing an environment that is welcoming, engaging, and inclusive of a highly diverse community. Our citizens engage in meaningful action toward equity and equality for all people. They are upstanders against bullying, harassment, and harmful behaviors.
PROFESSIONAL: An SCPA professional strives toward excellence in preparation for success in college, career, and life. Our professionals show up for responsibility with a preparedness and active stance toward lifelong learning and success. Our students do not give up.
ARTIST: An SCPA artist is a courageous and self-disciplined individual with the perseverance and continuous desire to create authentic works of art. Our artists' voices are nurtured through intensive arts training in order to develop a solid launching ground for success as they live their passion.

Last updated: 2/1/2021

Student Enrollment by Grade Level (School Year 2019–2020)

Most of the data in this SARC are from the 2017–18 school year or the two preceding years (2015–16 and 2016–17). Graduation, dropout, and fiscal data are from 2016–17. Contact information and data on facilities, curriculum and instructional materials, and certain teacher information are from the 2018–19 school year. When no year is specified, data are from the most recent year available. Data included in this SARC are consistent with State Board of Education guidelines, available at the California Department of Education website: www.cde.ca.gov/ta/ac/sa/.

Grade Level Number of Students
Grade 6 166
Grade 7 197
Grade 8 221
Grade 9 200
Grade 10 226
Grade 11 180
Grade 12 185
Total Enrollment 1375

Last updated: 2/1/2021

Student Enrollment by Student Group (School Year 2019–2020)

Student Group Percent of Total Enrollment
Black or African American 9.60 %
American Indian or Alaska Native 0.40 %
Asian 1.40 %
Filipino 21.50 %
Hispanic or Latino 41.50 %
Native Hawaiian or Pacific Islander 0.30 %
White 16.40 %
Two or More Races 8.80 %
Student Group (Other) Percent of Total Enrollment
Socioeconomically Disadvantaged 52.70 %
English Learners 2.70 %
Students with Disabilities 9.20 %
Foster Youth 0.10 %
Homeless 6.10 %

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

This table displays the number of teachers assigned to the school who are fully credentialed, who are working without a full credential, and who are credentialed but teaching outside of their subject area of competence. District totals do not include charter schools. Detailed information about teachers’ qualifications can be found on the CDE DataQuest website at dq.cde.ca.gov/dataquest/.

* This year’s data were unavailable at the time of publication. For up-to-date information, contact the San Diego Unified School District’s Human Resources Department: credentials@sandi.net or www.sandiegounified.org/human-resources.


Teachers
School
2018–2019
School
2019–2020
School
2020–2021
District
2020–2021
With Full Credential 51 50 48
Without Full Credential 0 0 0
Teachers Teaching Outside Subject Area of Competence (with full credential) 0 0 0

Last updated: 2/1/2021

Teacher Misassignments and Vacant Teacher Positions

This table displays the number of teachers assigned to the school who are fully credentialed, who are working without a full credential, and who are credentialed but teaching outside of their subject area of competence. District totals do not include charter schools. Detailed information about teachers’ qualifications can be found on the CDE DataQuest website at dq.cde.ca.gov/dataquest/.

* This year’s data were unavailable at the time of publication. For up-to-date information, contact the San Diego Unified School District’s Human Resources Department: credentials@sandi.net or www.sandiegounified.org/human-resources.

Indicator 2018–2019 2019–2020 2020–2021
Misassignments of Teachers of English Learners
Total Teacher Misassignments*
Vacant Teacher Positions
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.

Last updated: 2/1/2021


Quality, Currency, Availability of Textbooks and Other Instructional Materials (School Year 2020–2021)

The district adopts textbooks and instructional materials based on the implementation cycle established by the state. The district provides a sufficient number of standards-aligned textbooks and other instructional materials for all students in the subject areas of English language arts, health, history–social science, mathematics, science, and world languages. Science laboratory equipment is available to students enrolled in laboratory science courses in grades 9–12. The following table displays information about the availability of the standards-aligned textbooks and other instructional materials used at the school.

All textbooks and instructional materials come from state or district lists. Descriptions of the district’s courses, including current instructional materials, may be found in the Course of Study, TK–12, revised annually and available on-line at www.sandiegounified.org/course-study.

Year and month in which the data were collected: August 2020

Subject Textbooks and Other Instructional Materials/year of Adoption From Most Recent Adoption? Percent Students Lacking Own Assigned Copy
Reading/Language Arts

Amplify ELA 6th, Amplify Education Inc.
Amplify ELD 6th, Amplify Education Inc.
Amplify ELA 7th, Amplify Education Inc.
Amplify ELD 7th, Amplify Education Inc.
Amplify ELA 8th, Amplify Education Inc.
Amplify ELD 8th, Amplify Education Inc.

Open Education Resources: Units for English 1-2
Open Education Resources: Units for English 3-4
Edgenuity ELA Online Curriculum
English 3D, Houghton Mifflin Harcourt (designated ELD)
The Language of Literature: World Literature, CA ed., McDougal Littell,
2006.

 

0.00 %
Mathematics

Big Ideas Math Course 1: A Common Core Curriculum, CA, Big
Ideas Learning, 2015.
Big Ideas Math Course 2: A Common Core Curriculum, CA, Big Ideas Learning, 2015.
Big Ideas Math Course 3: A Common Core Curriculum, CA, Big Ideas Learning, 2015.
Big Ideas Math Advanced 1: A Common Core Curriculum, CA, Big Ideas Learning, 2015.
Big Ideas Math Advanced 2: A Common Core Curriculum, CA, Big Ideas Learning, 2015.

Mathematics I: Integrated CME Project, Pearson, 2013.
Mathematics II: Integrated CME Project, Pearson, 2013.
Mathematics III: Integrated CME Project, SE, Pearson, 2014.
Finney et al., Calculus: Graphical, Numerical, Algebraic, AP 5th ed., Pearson/Prentice-Hall, 2015.
Blitzer, Precalculus, 2nd ed., Pearson Prentice Hall, 2004.
Starnes, The Practice of Statistics for the AP Exam, 5th ed., BFW/Freeman, 2015.
Rossman, Workshop Statistics: Discovery with Data and the Graphing Calculator, Key Curriculum Press, 2002.

 

0.00 %
Science

Amplify Science 6th, Amplify Education Inc.
Amplify Science 7th, Amplify Education Inc.
Amplify Science 8th, Amplify Education Inc.
Science Safety Handbook for California Public Schools, California Department of
Education, 2014.

BSCS Biology: A Human Approach, Kendall/Hunt, 2003.
Chemistry, California ed., Prentice-Hall, 2007.
Allison et al., Holt Earth Science, California ed., Holt, Rinehart and Winston, 2008.
Hewitt, Conceptual Physics, Pearson Prentice Hall, 2008.
Science Safety Handbook for California Public Schools, California Department of Education, 2014.
Wilson and Buffa, College Physics, 5th ed., Prentice-Hall, 2003.
Reece, Campbell Biology, AP, 10th ed., Pearson, 2014.
Withgott, Environment: The Science Behind the Stories, AP 5th ed., Pearson, 2014.

 

0.00 %
History-Social Science

World History: Ancient Civilizations, Holt, Rinehart and Winston,
2006.
World History: Medieval to Early Modern Times, Holt, Rinehart and Winston, 2006.
United States History: Independence to 1914, Holt, Rinehart and Winston, 2006.

Big History Project Online Textbook, 2nd ed., Big
History Project, 2013.
Beck et al., Modern World History: Patterns of Interaction, McDougal
Littell, 2009.
Spielvogel, World History: Modern Times, California ed., Glencoe, 2006.
Brinkley, AP American History: Connecting with the Past, McGraw-Hill,
2015.
Danzer et al., The Americans: Reconstruction to the 21st Century,
McDougal Littell, 2006.
Norton, Katzman, Blight, et al., A People and a Nation, 8th ed.,
McDougal Littell, 2008.
Remy, United States Government: Democracy in Action,
Glencoe/McGraw-Hill, 2003.
O’Sullivan, Economics: Principles in Action, Prentice-Hall, 2003.
McConnell and Brew, Economics, 16th ed., Glencoe, 2005.
Edwards, Government in America: People, Politics, and Policy, 16th AP
ed., Pearson, 2014.

 

0.00 %
Foreign Language 0.00 %
Health 0.00 %
Visual and Performing Arts 0.0 %
Science Lab Eqpmt (Grades 9-12) N/A N/A 0.0 %
Note: Cells with N/A values do not require data.

Last updated: 2/1/2021


School Facility Good Repair Status

Using the most recently collected Facility Inspection Tool (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 of the most recent FIT report: August 2020

System Inspected Rating Repair Needed and Action Taken or Planned
Systems: Gas Leaks, Mechanical/HVAC, Sewer Good
Interior: Interior Surfaces Poor

damaged and missing ceiling tiles - in progress, wall damage - in progress

Cleanliness: Overall Cleanliness, Pest/Vermin Infestation Good
Electrical: Electrical Fair

lights out - in progress, cords daisy chained - in progress

Restrooms/Fountains: Restrooms, Sinks/Fountains Fair

leaking urinals - repaired, loose toilets - repaired

Safety: Fire Safety, Hazardous Materials Good
Structural: Structural Damage, Roofs Good
External: Playground/School Grounds, Windows/Doors/Gates/Fences Good

Overall Facility Rate

Year and month of the most recent FIT report: August 2020

Overall Rating Fair

Last updated: 2/1/2021


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


CAASPP scores are ranked according to four “performance levels”: Level 1 indicates that the student has not met the standard tested; Level 2 indicates that the student has nearly met the standard; Level 3 indicates that the student has met the standard; Level 4 indicates that the student has exceeded the standard. Students scoring at Levels 3 and 4 have met state standards in that content area.

Note: In the tables that follow the number of students tested includes students who did not receive a valid test score; however, achievement-level percentages have been calculated using only those students who did receive valid scores.


Subject
School
2018–2019
School
2019–2020
District
2018–2019
District
2019–2020
State
2018–2019
State
2019–2020
English Language Arts / Literacy (grades 3-8 and 11) 60.0% N/A 55.0% N/A 50% N/A
Mathematics (grades 3-8 and 11) 30.0% N/A 46.0% 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.

Last updated: 1/21/2021



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.

Last updated: 1/21/2021



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 waives the requirement for statewide testing for the 2019–2020 school year.

Last updated: 1/21/2021



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
2018–2019
School
2019–2020
District
2018–2019
District
2019–2020
State
2018–2019
State
2019–2020
Science (grades 5, 8, and high school) 36 N/A 34 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.

Last updated: 1/21/2021




CAASPP Tests Results in Science by Student Group
Grades Five, Eight and High School (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.

Last updated: 1/21/2021


Career Technical Education (CTE) Programs (School Year 2019–2020)

College Career Technical Education (CCTE) in San Diego Unified School District is a program of study involving a sequence of courses within an industry pathway that integrates core academic knowledge with technical skills. The program provides students with multiple pathways to college and careers. The career pathways are organized within 15 state-defined industry sectors, which have been identified as critical for the fiscal stability and prosperity of the State of California. Students complete a career pathway by (a) taking and passing three or more CTE courses in a single, defined field of study, (b) completing the pre- and co-requisite CTE and core curriculum courses, and (c) passing at least one CTE advanced-level course. Student internship opportunities are often available within the advanced-level CTE course curriculum. CTE programs of study often fulfill the “a–g” subject-area requirements of the University of California and the California State University and may lead to community college credit, an industry-recognized credential, a certificate, or a degree at the postsecondary level.

Last updated: 1/29/2021


Career Technical Education (CTE) Participation (School Year 2019–2020)

Data reported in the following table are intended to measure the performance of the school’s career technical education (CTE) programs.

“Number of pupils” is the total number of students in all grades at the school who took at least one CTE course during the most recently completed school year.

“Pupils earning a high school diploma who also completed a CTE program” is the number of students who earned a high school diploma during the most recently completed school year and who completed a CTE program at some time during their high school career, divided by the total number of students who earned a high school diploma during the most recently completed school year.

“CTE courses sequenced between the school and postsecondary institutions” is the number of CTE courses the school offers that are sequence or linked (through formal articulation agreements) to courses or programs offered by colleges, universities, or other institutions of postsecondary education, divided by the total number of all CTE courses offered by the school. Such articulation provides high school students the opportunity to transfer smoothly into postsecondary education and training programs without experiencing delay or duplication of learning.

Measure CTE Program Participation
Number of Pupils Participating in CTE 839
Percent of Pupils that Complete a CTE Program and Earn a High School Diploma 88.20%
Percent of CTE Courses that are Sequenced or Articulated Between the School and Institutions of Postsecondary Education 22.30%

Last updated: 1/29/2021

Courses for University of California (UC) and/or California State University (CSU) Admission

Admission to the University of California (UC) and California State University (CSU) requires completion of a specific set of college-preparatory courses that have been certified by UC. The table below displays two measures related to these courses at the school.

UC/CSU Course Measure Percent
2019–2020 Pupils Enrolled in Courses Required for UC/CSU Admission 99.87%
2018–2019 Graduates Who Completed All Courses Required for UC/CSU Admission 79.63%

Last updated: 1/21/2021

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 area of physical education

California Physical Fitness Test Results (School Year 2019–2020)


The California Physical Fitness Test provides the outcomes in physical education and is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percentage of students tested who met the fitness standards for the most recent testing period. Data on students receiving migrant education services are not available. Detailed infor­mation regarding this test, and comparisons of a school’s test results to the district and state levels, may be found at the CDE website at www.cde.ca.gov/ta/tg/pf/.

Grade Level Percentage of Students Meeting Four of Six Fitness Standards Percentage of Students Meeting Five of Six Fitness Standards Percentage of Students Meeting Six of Six Fitness Standards

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.

Last updated: 1/21/2021



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 2020–2021)

Parents and other relatives are encouraged and welcomed to become involved in the formal education of their children. Educational research validates that support at home is critical to a child’s academic success. There are many opportunities to be involved at their children’s school site, including: govern­ance committees, special events, fundraising events, parent organizations, and in classrooms, and at the district level by participating in cluster councils, district advisory councils/committees, Parent University, and special events. Parents are encouraged to support their children at home by making their expectations about school clear and creating a positive learning environment at home.



SDSCPA has many ways for parents and community members to be involved. The Site Governance Team, School Site Council, and English Language Advisory Committee (ELAC) meet monthly, and the public is welcome to attend these meetings. The Friends of SDSCPA Foundation provides essential financial support and volunteer service. Parent involvement at SDSCPA also includes frequent opportunities to visit classrooms, Bring Your Parent to School Day, parent workshops scheduled in the evening and on weekends, and parents who supervise field trips as well as schoolwide and classroom performances. Community partners enhance curriculum by providing performance and collaborative opportunities, financial support, internships, mentors, and more. SDSCPA welcomes involvement by all stakeholders—family, community, educational, business, and artistic.



If you want to get involved, please contact Donna Silva Garcia at (619) 470-0555, ext. 2402.


 

Last updated: 2/2/2021


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)


This table displays the school’s four-year “cohort” dropout rates and graduation rates for the most recent three-year period for which data are available. (A cohort is the group of first-time grade 9 students in a given school year, plus students who transfer in, less students who transfer out, emigrate, or die, during that and the following three school years. A graduate is a cohort member who earns a regular high school diploma by the end of the cohort’s fourth year.) For comparison purposes, data are also provided at the district and state levels. Detailed information about dropout rates and graduation rates can be found on the DataQuest website at dq.cde.ca.gov/dataquest/.


Indicator
School
2016–2017
School
2017–2018
School
2018–2019
District
2016–2017
District
2017–2018
District
2018–2019
State
2016–2017
State
2017–2018
State
2018–2019
Dropout Rate 1.40% 0.60% 0.00% 3.70% 4.10% 4.10% 9.10% 9.60% 9.00%
Graduation Rate 97.30% 97.70% 97.50% 82.00% 83.10% 84.70% 82.70% 83.00% 84.50%
Dropout/Graduation Rate (Four-Year Cohort Rate) Chart
Indicator School District State
2016–2017 2017–2018 2018–2019 2016–2017 2017–2018 2018–2019 2016–2017 2017–2018 2018–2019
Dropout Rate 1.40% 0.60% 0.00% 3.70% 4.10% 4.10% 9.10% 9.60% 9.00%
Graduation Rate 97.30% 97.70% 97.50% 82.00% 83.10% 84.70% 82.70% 83.00% 84.50%

Last updated: 1/22/2021


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


The following table shows the rates of suspensions and expulsions. Rates per 100 students are the total number of incidents divided by the school’s enrollment for the given year, multiplied by 100. The district comparison rates are the expected rates for the school’s enrollment and grade-level composition, based on actual districtwide rates. Because suspension and expulsion rates vary greatly by grade level, and since any given two schools are not likely to have identical enrollment numbers per grade, schools will have different district comparison rates. District figures do not include charter schools.

XX

Suspensions and Expulsions

(data collected between July through June, each full school year respectively)

Rate School
2017–2018
School
2018–2019
District
2017–2018
District
2018–2019
State
2017–2018
State
2018–2019
Suspensions 2.80% 3.70% 3.50% 3.60% 3.50% 3.50%
Expulsions 0.00% 0.00% 0.10% 0.10% 0.10% 0.10%


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
2019–2020
District
2019–2020
State
2019–2020
Suspensions 0.72% 2.77% 2.50%
Expulsions 0.00% 0.10% 0.10%

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.

Last updated: 1/22/2021


School Safety Plan (School Year 2020–2021)

Last Review/Update: November, 2017



Last Discussed with Staff: November, 2017



School safety is the district’s top priority. District leadership, principals, teachers, support staff, school police services, and community partners collaborate to ensure a safe school environment, including efforts to mitigate, prepare, and respond to emergency situations. To ensure safety and security, each school has a state-mandated individual Comprehensive School Safety Plan, containing policies and procedures to address the safe school climate and emergency readiness to include a safe entry and exit of students; serious disciplinary problems; discrimination, harassment and bullying; mandated child abuse reporting procedures; substance abuse prevention programs; and, gang dress attire prohibition policy.



Adult supervision is provided in the classrooms and outside areas before, during, and after school hours. Under the direction of the principal or site administrator, school staff members implement specific school-building security procedures. In addition, district offices support schools by reviewing and disseminating safety requirements and information, coordinating safety-related services, and providing safety training and assistance.



SDCPA’s reputation as a safe school is well known. Two vice principals and one campus security assistant deal with serious issues that affect school climate and student safety. San Diego Unified School Police Department officer is also on campus most days of the week to ensure student safety.

Last updated: 2/2/2021

The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.

Average Class Size and Class Size Distribution (Elementary) School Year (2017–2018)

Grade Level Average Class Size Number of Classes *
1-20
Number of Classes *
21-32
Number of Classes *
33+
K
1
2
3
4
5
6 27.00 7 14 13
Other**

* 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.

Average Class Size and Class Size Distribution (Elementary) School Year (2018–2019)

Grade Level Average Class Size Number of Classes *
1-20
Number of Classes *
21-32
Number of Classes *
33+
K
1
2
3
4
5
6 28.00 6 10 13
Other**

* 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.

Average Class Size and Class Size Distribution (Elementary) School Year (2019–2020)

Grade Level Average Class Size Number of Classes *
1-20
Number of Classes *
21-32
Number of Classes *
33+
K
1
2
3
4
5
6 18.00 34 18 8
Other**
* 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.

Last updated: 1/21/2021


Average Class Size and Class Size Distribution (Secondary) (School Year 2017–2018)

Subject Average Class Size Number of Classes *
1-22
Number of Classes *
23-32
Number of Classes *
33+
English 25.00 13 9 14
Mathematics 26.00 10 23 13
Science 28.00 8 9 25
Social Science 29.00 4 14 18

* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.


Average Class Size and Class Size Distribution (Secondary) (School Year 2018–2019)

Subject Average Class Size Number of Classes *
1-22
Number of Classes *
23-32
Number of Classes *
33+
English 26.00 11 11 10
Mathematics 27.00 12 18 15
Science 31.00 3 14 20
Social Science 30.00 4 9 16

* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.


Average Class Size and Class Size Distribution (Secondary) (School Year 2019–2020)

Subject Average Class Size Number of Classes *
1-22
Number of Classes *
23-32
Number of Classes *
33+
English 27.00 8 11 14
Mathematics 29.00 7 16 16
Science 31.00 2 15 19
Social Science 31.00 3 8 17

* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.

Last updated: 1/21/2021


Ratio of Pupils to Academic Counselor (School Year 2019–2020)

Title Ratio
Pupils to Academic Counselor* 343.8

*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.

Last updated: 2/2/2021


Student Support Services Staff (School Year 2019–2020)

This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff members who are assigned to the school. The table also displays the average number of students for each academic counselor.

  Number of FTE* Assigned to School
Counselor (Academic, Social/Behavioral or Career Development) 4.00
Library Media Teacher (Librarian)
Library Media Services Staff (Paraprofessional)
Psychologist 1.00
Social Worker
Nurse
Speech/Language/Hearing Specialist 1.00
Resource Specialist (non-teaching)
Other

*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.

Last updated: 2/2/2021


Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2018–2019)

The following table displays this school’s expenditures per student from basic (unrestricted) sources, from any supplemental (restricted) sources, and its total per-pupil expenditures. The table also provides a comparison of the school’s per-pupil expenditures from basic sources with other schools in the district and throughout the state. Finally, it compares the average teacher salary at the school with average teacher salaries in the district and the state.

Basic or unrestricted sources are funds that, except for general guidelines, are not controlled by law or by a donor. Supplemental or restricted sources are funds whose use is controlled by law or by a donor. Money that is designated for specific purposes by the Board of Education is not considered restricted.

For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education and Per-pupil Spending webpage: www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries and Benefits webpage: www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data website at: www.ed-data.org.

Level Total Expenditures Per Pupil Expenditures Per Pupil
(Restricted)
Expenditures Per Pupil
(Unrestricted)
Average Teacher Salary
School Site $7024.00 $1160.00 $5864.00 $76827.00
District N/A N/A $6760.00 $83542.00
Percent Difference – School Site and District N/A N/A -3.50% -2.10%
State N/A N/A $7750.12 $83052.00
Percent Difference – School Site and State N/A N/A -6.90% -1.90%

Note: Cells with N/A values do not require data.

Last updated: 1/28/2021


Types of Services Funded (Fiscal Year 2019–2020)

The district’s general fund includes monies for:


 


General operations—salaries, benefits, services, materials, and support to the general education


Special Education—programs offering appropriate, individualized instruction to students with special needs


Special projects—monies from agencies (federal or state) earmarked for specific programs/projects or services


Transportation


Maintenance and operations


District administration



Each school in the district receives an instructional budget based on enrollment, programs, and formulas set by Board of Education policy, state law, agreements with employee bargaining units, and guidelines of outside funding sources.

Last updated: 2/2/2021


Teacher and Administrative Salaries (Fiscal Year 2018–2019)

This table displays district-level salary information for teachers, principals, and the superintendent, and compares these figures to the state aver­ages for districts of the same type and size. The table also displays teachers and administrative salaries as a percentage of a district’s budget, and compares these figures to the state averages for districts of the same type and size.


X

Category District Amount State Average For Districts In Same Category
Beginning Teacher Salary $47,051 $50,029
Mid-Range Teacher Salary $71,495 $77,680
Highest Teacher Salary $97,176 $102,143
Average Principal Salary (Elementary) $128,899 $128,526
Average Principal Salary (Middle) $131,842 $133,574
Average Principal Salary (High) $140,843 $147,006
Superintendent Salary $264,819 $284,736
Percent of Budget for Teacher Salaries 34.00% 33.00%
Percent of Budget for Administrative Salaries 4.00% 5.00%

For detailed information on salaries, see the CDE Certificated Salaries & Benefits web page at https://www.cde.ca.gov/ds/fd/cs/ .

Teacher Salary Chart
Principal Salary Chart

Last updated: 1/21/2021

Advanced Placement (AP) Courses (School Year 2019–2020)

This table displays for the most recent year the number of Advanced Placement (AP) courses offered by the school, by subject, in which at least one student was enrolled, and the percent­age of the school’s students enrolled in all AP courses.

Percent of Students in AP Courses 35.40%

Subject Number of AP Courses Offered*
Computer Science 0
English 3
Fine and Performing Arts 4
Foreign Language 0
Mathematics 1
Science 4
Social Science 2
Total AP Courses Offered* 14

*Where there are student course enrollments of at least one student.

Last updated: 1/21/2021


Professional Development

Measure 2018–2019 2019–2020 2020–2021
Number of school days dedicated to Staff Development and Continuous Improvement
Questions: SARC TEAM | sarc@cde.ca.gov | 916-319-0406 

California Department of Education
1430 N Street
Sacramento, CA 95814