2019–2020 School Accountability Report Card

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.

Regina Hanna , Administrator

  • Principal, Etna Union High
Principal Photo

About Our School

Welcome to Etna High. Our school is an excellent place for students to prepare for college, careers, and their roles as citizens of the United States of America. Above all, we are responsible for providing our students with an education that will help them realize their greatest potential. Along with the specific content knowledge and skills our teachers provide in every course, we believe our classrooms should be special environments where students: Do meaningful and challenging work each day. Practice higher-order thinking skills. Solve problems, together and independently. Frequently express their ideas in writing. Speak before an audience—to persuade, inform, enlighten, and entertain. Function as independently as possible—thinking and creating with plenty of teacher encouragement, questions, and guidance. Grow as people who will want to pursue learning, beyond their days in school. Recognizing that many of our students’ desire careers based on technical knowhow and skills, we believe it is important to offer a solid array of Career Technical Education courses and career pathways in which all students can participate.

Contact

Etna Union High
400 Howell Ave.
Etna, CA 96027-0721

Phone: 530-467-3244
Email: rhanna@svusd.us




About This School

Contact Information (School Year 2020–2021)

District Contact Information (School Year 2020–2021)
District Name
Scott Valley Unified
Phone Number
(530) 468-2727
Superintendent
Micheline Miglis
Email Address
mmiglis@svusd.us
Website
http://www.svusd.us
School Contact Information (School Year 2020–2021)
School Name
Etna Union High
Street
400 Howell Ave.
City, State, Zip
Etna, Ca, 96027-0721
Phone Number
530-467-3244
Principal
Regina Hanna , Administrator
Email Address
rhanna@svusd.us
County-District-School (CDS) Code
47764554733309

Last updated: 12/21/2020



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

Etna High School is a learning community that helps all students become productive citizens through their academic success and their participation in the arts, technology, career technical education, athletics, social interaction, and leadership. Etna, established part of a gold rush community in 1891, lies 37 miles south of the Oregon border and 60 miles east of the Pacific coast. The town of Etna is located 27 miles southwest of Yreka, the county seat of Siskiyou County. Scott Valley is a high mountain valley bordered by the Trinity Alps and the Marble Mountains. Etna High School is part of the Scott Valley Unified School District which serves an area of approximately 1,500 square miles and encompasses all of Scott Valley, Quartz Valley, Sawyers Bar, Cecilville, and the Forks of the Salmon. Our school is one of six schools in the Scott Valley Unified School District. The others are Etna Elementary School, Fort Jones Elementary School, Scott River High School, Scott Valley Community Day School, and Scott Valley Junior High School. Etna High is the district’s only comprehensive high school. It serves 190 students in grades 9 through 12. Our shared vision is that Etna High School is a learning community that helps all students become productive citizens through participation in academic, social and extracurricular opportunities. The school is a partnership of staff, students, parents, and community members dedicated to academic excellence and Lion Pride.



Etna High School’s mission is committed to promoting the success of every student by providing a learning environment that will facilitate intellectual, personal and
social growth. We endeavor to help students be life-long learners, and to be college or career ready upon graduation.

Last updated: 12/21/2020

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

Grade Level Number of Students
Grade 9 53
Grade 10 47
Grade 11 43
Grade 12 45
Total Enrollment 188

Last updated: 12/21/2020

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

Student Group Percent of Total Enrollment
Black or African American 1.60 %
American Indian or Alaska Native 8.00 %
Asian 2.70 %
Filipino %
Hispanic or Latino 13.80 %
Native Hawaiian or Pacific Islander %
White 66.00 %
Two or More Races 8.00 %
Student Group (Other) Percent of Total Enrollment
Socioeconomically Disadvantaged 50.50 %
English Learners 2.10 %
Students with Disabilities 14.90 %
Foster Youth %
Homeless 2.10 %

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


Teachers		 School
2018–2019		 School
2019–2020		 School
2020–2021		 District
2020–2021
With Full Credential 13 14 15 45
Without Full Credential 0 2 1 3
Teachers Teaching Outside Subject Area of Competence (with full credential) 0 0 0

Last updated: 1/11/2021

Teacher Misassignments and Vacant Teacher Positions

Indicator 2018–2019 2019–2020 2020–2021
Misassignments of 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.

Last updated: 12/21/2020


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

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

Subject Textbooks and Other Instructional Materials/year of Adoption From Most Recent Adoption? Percent Students Lacking Own Assigned Copy
Reading/Language Arts
  • Timeless Voice, Timeless Themes [Gold], Prentice Hall (2000)
  • Timeless Voice, Timeless Themes [Platinum], Prentice Hall (2000)
  • Timeless Voice, Timeless Themes [The American Experience], Prentice Hall (2000)
  • Timeless Voice, Timeless Themes [The British Tradition], Prentice Hall (2000)
  • Great Source Vocabulary for Achievement (2000)
 0.00 %
Mathematics
  • Integrated Math I, Carnegie Learning (2012)
  • Integrated Math II, Carnegie Learning (2013)
  • Integrated Math III, Carnegie Learning (2013)
  • Intergrated Math IV, McGraw Hill (2012)
  • Financial Algebra: Advanced Algebra With Financial Applications, Cengage Learning (2011)
  • Pre-Calculus with Trigonometry 2nd Edition, Key Curriculum Press (2007)
 0.00 %
Science
  • Earth Science, Glencoe (2002)
  • Science Spectrum Physical Science, Holt (2008)
  • Biology, Glencoe (2007)
  • Chemistry, Prentice Hall (2005)
  • Ornamental Horticulture, Delmar (2004)
  • Managing Our Natural Resources, Delmar (1997)
  • Physics, McGraw Hill (2013)
 0.00 %
History-Social Science
  • World History: The Human Journey, Holt (2005)
  • The Americans, Houghton Mifflin Harcourt (2012)
  • American Government, MacGruder (2006)
  • Economics: Today and Tomorrow, Glencoe (2008)
  • The American Pageant, Wadsworth (15th edition)
 0.00 %
Foreign Language
  • Realidades 1, Prentice Hall (2011)
  • Realidades 2, Prentice Hall (2011)
 0.00 %
Health
  • Teen Health,Glenco/McGraw Hill
 0.00 %
Visual and Performing Arts
  • Journalism Today, National Textbook Company (2000)
  • Adobe Illustrator
  • Adobe InDesign
  • Adobe Photoshop
 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: 12/21/2020


School Facility Conditions and Planned Improvements

Etna High School is 61 years old, having been constructed in 1958. Student enrollment and programs have increased since the original school was constructed, with the addition of five classrooms. In 1998, the school underwent a major modernization plan. Included in this restoration were the: lighting, restrooms, floors, walls, roof, plumbing, and electrical systems. In 2010-11, the library and art room building were renovated and modernized. During the summer of 2012, the multi-purpose room floor was replaced and lighting upgrades took place in the gym and outside. In 2018 a culinary lab and FFA science lab were created. Etna High School teamed with Johnson Controls with the installation of Solar Panels to help defray the cost of electricity used by the school. Due to these efforts many commendations have been bestowed upon our janitorial and maintenance crews. Safety of students and staff is a primary concern of Etna High School. The Fire Marshall, the Occupational Safety & Health Administration (OSHA), and our liability insurance agency regularly inspect the school. Careful and prompt attention is paid to all recommendations for improvement as deemed by these entities.

Last updated: 12/21/2020

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: November 2020

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

A few classrooms in need of new carpet
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 Facility Rate

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

Overall Rating Good

Last updated: 12/21/2020


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
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) 66% N/A 50% N/A 50% N/A
Mathematics (grades 3-8 and 11) 60% N/A 48% 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: 12/21/2020



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: 12/21/2020



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: 12/21/2020



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) 24 N/A 31 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: 1/11/2021




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: 12/21/2020


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

Etna High School offers seven Career Technical Education Pathways within three separate Industry Sectors: Agriculture & Natural Resources, Hospitality, Tourism & Recreation, and Manufacturing & Product Development. In order to become a “pathway completer,” students must complete all courses listed under their chosen pathway. It is not required for students to complete a pathway in order to graduate from Etna High School, but we highly encouraged students to complete multiple pathways in order to develop multiple skill sets to build upon in their future endeavors. The Agricultural and Natural Resources sector includes the following classes: Sustainable Ag Biology, Ag Core, Ag Business, Ag Mechanics, Ag and Soil Chemistry, and Advanced Ag Science. The Hospitality, Tourism, and Recreation sector has Culinary Arts classes. And, our newest sector has these classes for the
Manufacturing and Product Development pathways: Yearbook, Computer Graphics classes, Ag Woodshop, Ag Mechanics, and Ag CAD Manufacturing. Regina Hanna, the principal, is the primary representative of the district's CTE Advisory Committee.

Last updated: 12/21/2020


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

Measure CTE Program Participation
Number of Pupils Participating in CTE 179
Percent of Pupils that Complete a CTE Program and Earn a High School Diploma 38.50%
Percent of CTE Courses that are Sequenced or Articulated Between the School and Institutions of Postsecondary Education --

Last updated: 12/21/2020

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

UC/CSU Course Measure Percent
2019–2020 Pupils Enrolled in Courses Required for UC/CSU Admission 100.00%
2018–2019 Graduates Who Completed All Courses Required for UC/CSU Admission 68.29%

Last updated: 12/21/2020

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)

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: 12/21/2020



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)

As the School Site Council, parents, students, teachers, and school support staff meet four times each year to analyze and discuss school issues, establish school
goals, and conduct and evaluate the annual parent survey. Beyond welcome back day held each August, parents also attend various grade level sessions,
presented by our counselor, that focus on academic progress, college/career preparation, scholarships, and financial aid. The parent newsletter, published and
sent home each month, includes the Counselor’s Corner feature providing continual academic, career, and college information. In addition, many teachers maintain
class websites supplying parents with specific course information regarding class activities, projects, and homework. Teachers also communicate with parents,
individually, via email messages. The parent-run, athletic booster club, Lion Pride, meets each month to identify needs and provide significant financial assistance
for Etna’s extracurricular sports programs. Parents continually volunteer invaluable time and resources to our programs as field trip and away game drivers, event
organizers, performers, speakers, and much more.

Last updated: 1/5/2021


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)


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 0.00% 2.00% 0.00% 2.20% 1.60% 0.00% 9.10% 9.60% 9.00%
Graduation Rate 100.00% 94.00% 97.60% 97.80% 91.80% 93.50% 82.70% 83.00% 84.50%
Dropout/Graduation Rate (Four-Year Cohort Rate) Chart

Last updated: 12/21/2020


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


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 7.20% 12.60% 8.60% 9.80% 3.50% 3.50%
Expulsions 0.00% 0.00% 0.00% 0.00% 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 3.88% 4.68% 2.50%
Expulsions 0.00% 0.00% 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: 1/11/2021


School Safety Plan (School Year 2020–2021)

Etna High School provides a safe, clean environment for students, staff, and volunteers. A team of custodians ensures classrooms, restrooms, and campus grounds are kept clean and safe. A scheduled maintenance program is administered by Scott Valley Unified School District to ensure that all classrooms and facilities are well maintained. The school is in compliance with laws, rules and regulations pertaining to hazardous materials and state earthquake standards. The school’s Disaster Preparedness Plan includes steps for ensuring student and staff safety during a disaster. Fire and disaster drills are conducted on a regular basis throughout the school year. Members of the Safety Plan Committee revise the School Site Safety Plan annually.

Last updated: 12/21/2020

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 (Secondary) (School Year 2017–2018)

Subject Average Class Size Number of Classes *
1-22 		Number of Classes *
23-32 		Number of Classes *
33+
English 18.00 7 5
Mathematics 20.00 7 3
Science 12.00 7 1
Social Science 18.00 5 1 2

* 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 14.00 11 2 1
Mathematics 14.00 13 3
Science 12.00 6 3
Social Science 12.00 9 1 1

* 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 17.00 6 5
Mathematics 16.00 7 4
Science 15.00 4 2
Social Science 14.00 6 3

* 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: 12/21/2020


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

Title Ratio
Pupils to Academic Counselor* 268.6

*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: 12/21/2020


Student Support Services Staff (School Year 2019–2020)

  Number of FTE* Assigned to School
Counselor (Academic, Social/Behavioral or Career Development) 0.70
Library Media Teacher (Librarian)
Library Media Services Staff (Paraprofessional)
Psychologist
Social Worker
Nurse
Speech/Language/Hearing Specialist
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: 12/21/2020


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

Level Total Expenditures Per Pupil Expenditures Per Pupil
(Restricted) 		Expenditures Per Pupil
(Unrestricted) 		Average Teacher Salary
School Site $14142.53 $3415.41 $10215.78 $56250.00
District N/A N/A $10215.78 $56250.00
Percent Difference – School Site and District N/A N/A 0.00% 0.00%
State N/A N/A $7750.12 $68990.00
Percent Difference – School Site and State N/A N/A 27.44% 22.64%

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

Last updated: 1/11/2021


Types of Services Funded (Fiscal Year 2019–2020)

In addition to general fund state funding, Etna High School receives state and federal categorical funding for special programs, which include the following
categorical, special education, and support programs:
• Title I, Part A
• Title II A Teacher Quality
• After School Tutoring

Last updated: 12/21/2020


Teacher and Administrative Salaries (Fiscal Year 2018–2019)

Category District Amount State Average For Districts In Same Category
Beginning Teacher Salary $31,553 $44,318
Mid-Range Teacher Salary $57,318 $67,053
Highest Teacher Salary $72,108 $90,163
Average Principal Salary (Elementary) $84,582 $106,389
Average Principal Salary (Middle) $90,124 $113,976
Average Principal Salary (High) $100,743 $114,214
Superintendent Salary $137,193 $141,066
Percent of Budget for Teacher Salaries 25.00% 29.00%
Percent of Budget for Administrative Salaries 5.00% 6.00%

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: 12/21/2020

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

Percent of Students in AP Courses 13.30%
Subject Number of AP Courses Offered*
Computer Science 0
English 2
Fine and Performing Arts 0
Foreign Language 0
Mathematics 0
Science 0
Social Science 1
Total AP Courses Offered* 5

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

Last updated: 12/21/2020


Professional Development

Measure 2018–2019 2019–2020 2020–2021
Number of school days dedicated to Staff Development and Continuous Improvement 37 37 37