2019–2020 School Accountability Report Card
- 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
California School Dashboard
Andrew Gloag, Director
- Principal, High Tech High
About Our School
Hello! I am Andrew Gloag, and since August 2019, I am the director of High Tech High. I was born and raised in a small town in North England. In 1989, I attended Oxford University to study physics, later moving to Glasgow then Birmingham for Doctoral and Post-Doctoral work. I moved to San Diego in 1999. In 2001 I became aware of a fledgling school called High Tech High and slowly became involved in the work of the school. I trained for my California Teaching Credential in 2004 and started teaching at HTH soon after. I have taught Physics, Engineering, Chemistry, and Math at all 4 grade levels and have two children enrolled in the school: Nadia in 12th grade and Peter in 9th. My youngest son, Jack, attends High Tech Elementary and is in 4th grade.
I am honored to be given the role of director here, and I strongly believe in providing our students with an engaging and rigorous project-based educational experience, giving them the opportunity to learn alongside experts in all fields – from Comic Books to
Oceanography, Theater to Rocketry, Astronomy to Carpentry.
Contact
High Tech High2861 Womble Rd.
San Diego, CA 92106-6025
Phone: 619-243-5000
Email: jclark@hightechhigh.org
About This School
Contact Information (School Year 2020–2021)
Last updated: 3/4/2021
Student Enrollment by Grade Level (School Year 2019–2020)
Last updated: 3/4/2021
Student Enrollment by Student Group (School Year 2019–2020)
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
Last updated: 3/9/2021
Teacher Misassignments and Vacant Teacher Positions
* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.
Last updated: 3/9/2021
School Facility Conditions and Planned Improvements
HTH is a 38,996 square foot, one-story, high school that occupies a structure originally built in 1941+/-, but was completely renovated in 2000. The building is in excellent condition, with maintenance and custodial services provided by on-site staff. There are no maintenance needs beyond those that are routine for a school of this size. A 50 Kw photovoltaic system was added to the roof in 2016. LED lighting and other energy upgrades were implemented in 2015
Last updated: 3/4/2021
School Facility Good Repair Status
- 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:
Overall Facility Rate
Year and month of the most recent FIT report:
Last updated: 3/4/2021
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.
Courses for University of California (UC) and/or California State University (CSU) Admission
Last updated: 3/4/2021
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
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)
The Parent Association has been instrumental in improving communication with parents and getting more parents involved in making decisions that positively affect student learning outcomes. The Parent Association holds monthly at the school site. Parents have an active voice at the school. Parents have ample opportunities to volunteer in classrooms, plan and coordinate fundraising efforts to give money back into school programs by way of a grant program, foster a positive social environment for students from all communities, provide optimal nutrition to students during testing times throughout the year, and communicate to all members of the community via a parent e-newsletter and weekly news blast.
Last updated: 3/4/2021
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
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)
Last updated: 3/4/2021
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)
*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: 3/4/2021
Student Support Services Staff (School Year 2019–2020)
*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: 3/4/2021
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2018–2019)
Note: Cells with N/A values do not require data.
Last updated: 3/9/2021
Types of Services Funded (Fiscal Year 2019–2020)
Last updated: 3/4/2021
Teacher and Administrative Salaries (Fiscal Year 2018–2019)
For detailed information on salaries, see the CDE Certificated Salaries & Benefits web page at https://www.cde.ca.gov/ds/fd/cs/ .
Last updated: 3/4/2021