camden academy - edl · school mission statement the camden academy faculty believes that all...

SARC2015-16

School Accountability Report Card

Published in 2016-17

Para español, visita: www.cuhsd.org

Campbell UHSDRobert Bravo, Ed.D., Superintendent • [email protected] • Phone: (408) 371-0960

Campbell Union High School District • 3235 Union Avenue San Jose, CA 95124 • www.cuhsd.org

Camden Academy

Sarah Thomas Principal

[email protected]

2223 Camden Avenue San Jose, CA 95124

Grades: 9-12 Phone: (408) 626-3409

www.camden.cuhsd.org

CDS Code: 43-69401-4330718

2015-16 School Accountability Report Card • Published by School Innovations & Achievement • www.sia-us.com

Camden AcademySARC 3

Principal’s MessageCamden Academy, Campbell Union High School District’s community day school, provides academic pro-grams which serve the needs of students who are expelled, referred by probation or are exceptionally at-risk youth. Camden has small class sizes and low student-to-teacher ratios. The 360-minute minimum instruc-tional day includes a rigorous Common Core State Standards-based academic program, providing differenti-ated instruction and individual attention to student learning modalities and abilities. Camden students attend school from 8 a.m. until 2:30 p.m. every day. Students at Camden follow a traditional six-period day with classes that are 57 minutes long.

The Camden staff and its collaborative partners offer many different student services that include an aca-demic counselor, school psychologist, social-emotional counselor, behavioral coach and student service personnel. Students also receive collaborative and valuable support from law enforcement; probation; hu-man services agency personnel; California Youth Outreach; and the San Jose Safe School Initiative, which works with at-risk youth. These programs assist students to focus on developing positive choices, pro-social skills, self-esteem and resiliency. Students who meet the conditions of their enrollment by exhibiting positive behavior, satisfactory attendance and academic achievement at Camden are matriculated back to one of the traditional high schools, Boynton High School (a continuation school) or Campbell Adult and Community Education (CACE).

District Mission StatementCampbell Union High School District

(CUHSD) prepares high school and adult education students for success in college,

careers, and democratic citizenship by providing an engaging, relevant, and

rigorous curriculum coupled with a rich and comprehensive extracurricular

program in a safe learning environment, while integrating technology and a

growth mindset into the learning process. CUHSD enhances each student’s life skills by promoting critical thinking,

problem-solving, and innovation, so that all students can achieve their maximum

potential. Every student who attends CUHSD be equipped with the skills,

knowledge, and aptitude necessary for success in college and career in the

21st-century.

School Mission StatementThe Camden Academy faculty believes that all students can be successful. Student-teacher relationships are at the core of the instructional model used. Once trust has been established, teachers can re-energize a student’s motivation to learn. Instructional strategies used maximize student engagement and create power-ful opportunities for teaching and learning. The curriculum is based on the Common Core State Standards.


In accordance with state and federal requirements, the School Accountability

Report Card (SARC) is put forth annually by all public schools as a tool for parents and interested parties to stay informed of

the school’s progress, test scores and achievements.

Parental InvolvementCamden Academy offers regular meetings with school staff for parents and their students. The school works closely with family to help discover ways in which they can participate in their student’s education on a daily basis.

When a new student enrolls at Camden, the parent or guardian must attend an intake meeting with the assistant principal before the student may attend classes. The parent or guardian is informed about the available resources that they will have access to in order to assist them and their student. School rules and expectations are explained and discussed, and parents and guardians are able to ask questions. For more information, please contact Sarah Thomas, principal, (408) 626-3404.

School SafetyAll Campbell Union High School District, schools have comprehensive safety plans that are updated and approved by the district’s board of trustees and reviewed with school staff on an annual basis. These plans are compliant with federal standards and cover emergency, disaster and incident procedures for the range of contingencies for which today’s schools must prepare in order to ensure the safety of students and staff. School classrooms and workspaces have flip charts with easy-to-read instructions for each of these contingencies. In addition, security officers are present on campus daily, and our plans have been integrated with police, fire and health service procedures to assure a coordinated response at all times under a revised incident command system structure. With the help of police and emergency services departments, we run yearly drills with students and staff to practice preparedness, interagency communication and rapid response. School safety plan updates are approved by the board in March of each year and are reviewed with the staff annually.

School Safety Committees consist of staff, students and community stakeholders, and they have the responsibility for approving the plan. School administrators and faculty members are responsible for implementing the safety plan and ensuring a safe school environment. Teachers are trained in emergency procedures in case of fire, earthquake, lockdown/barricade and shelter-in-place situations. Drills and training are conducted throughout the school year. Crisis intervention and risk-assessment training is provided to key administration to support staff and students in time of crisis and emotional support for aftercare.

The school safety plan was last reviewed, updated and discussed with the school faculty in March 2017.

District Vision StatementEvery student who attends Campbell

Union High School District (CUHSD) will graduate ready for college and career and will be equipped with the skills,

knowledge, and aptitude necessary for 21st-century success.

District ValuesEquity. Excellence. Opportunity. Engagement. We believe all students can learn and be successful. We value and encourage moral and ethical behavior; respect, understanding and acceptance of others; sound decision-making and acceptance of personal responsibility; active citizenship and global awareness; and the expression of each student’s potential.

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Suspensions and ExpulsionsThis table shows the school, district, and state suspension and expulsion rates for the most recent three-year period. Note: Students are only counted one time, regardless of the number of suspensions.

Suspension and Expulsion Rates

Camden Academy

13-14 14-15 15-16

Suspension rates 26.8% 36.3% 20.5%

Expulsion rates 0.8% 3.8% 0.0%

Campbell UHSD

13-14 14-15 15-16



California

13-14 14-15 15-16



Enrollment by GradeThe bar graph displays the total number of students enrolled in each grade for the 2015-16 school year.

Three-Year DataNumber of Classrooms by Size

2013-14 2014-15 2015-16

SubjectNumber of Students

1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+

English language arts 7 6 2

Mathematics 9 7 2

Science 5 6 2

History/social science 6 10 2

Enrollment by Student GroupThe total enrollment at the school was 17 students for the 2015-16 school year. The pie chart displays the percentage of students enrolled in each group.

2015-16 School YearDemographics

Socioeconomically disadvantaged

47.10%English

learners17.60%

Students with disabilities

23.50%Foster youth

0.00%

Hispanic or Latino58.8%

American Indian or Alaska Native

5.9%

Black or African-American

5.9%

White23.5%

Two or More Races5.9%

2015-16 Enrollment by Grade

9

10

11

12

1

7

8

1

Class Size DistributionThe bar graph displays the three-year data for average class size, and the table displays the three-year data for the number of classrooms by size. The 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.

14-1513-14 15-16

Three-Year DataAverage Class Size

English languagearts

Mathematics Science History/socialscience

7

4

89

6

45

45 5 5 5


California Physical Fitness TestEach spring, all students in grades 5, 7 and 9 are required to participate in the California Physical Fitness Test (PFT). The Fitnessgram is the designated PFT for students in California public schools put forth by the State Board of Education. The PFT measures six key fitness areas:

1. Aerobic Capacity

2. Body Composition

3. Flexibility

4. Abdominal Strength and Endurance

5. Upper Body Strength and Endurance

6. Trunk Extensor Strength and Flexibility

Encouraging and assisting students in establishing lifelong habits of regular physical activity is the primary goal of the Fitnessgram. The table shows the percentage of students meeting the fitness standards of being in the “healthy fitness zone” for the most recent testing period. For more detailed information on the California PFT, please visit www.cde.ca.gov/ta/tg/pf.

²Not applicable. The school is not in Program Improvement.

Percentage of Students Meeting Fitness Standards

2015-16 School Year

Grade 9

Four of six standards v

Five of six standards v

Six of six standards v

Professional DevelopmentProfessional development days and collaboration days are made available to all teachers, with an additional two days being provided to teachers new to the district. Multiple professional development opportunities are available to all teachers through district-offered courses, conferences and seminars. Teachers at Camden attend a variety of off-site professional development opportunities as well as combined collaboration work-shops with the teachers at the continuation high school. There is a current concentration in literacy and Com-mon Core implementation.

Three-Year DataProfessional Development Days

2014-15 2015-16 2016-17

Camden Academy 10 days 10 days 0 days

Public Internet AccessInternet access is available at public libraries and other locations that are publicly accessible (e.g., the Califor-nia State Library). Access to the internet at libraries and public locations is generally provided on first-come, first-served basis. Other use restrictions include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available at a workstation, and the ability to print documents.

Types of Services FundedThe types of services funded include the array of student services necessary to a comprehensive high school, such as teachers, guidance and administrative personnel, aides and other classified personnel, text-books, instructional equipment, academic support and intervention programs, as well as sports, activities, and other enrichment programs. Additional guidance support for at-risk teens is provided through grants and site fund. These services include EMQ and Almaden Valley Counseling Service for social-emotional inter-vention and counseling, Advent Group Ministries for drug and alcohol referrals and support, California Youth Outreach (CYO) provides services to support gang intervention and counseling.

Camden Academy Campbell UHSD

Program Improvement status Not Title I Not Title I

First year of Program Improvement ² ²

Year in Program Improvement ² ²

Number of schools currently in Program Improvement 0

Percentage of schools currently in Program Improvement 0.00%

2016-17 School YearFederal Intervention Program

Federal Intervention ProgramSchools and districts will not be newly identified for Program Improvement (PI) in the 2016-17 school year under the Every Student Succeeds Act (ESSA) that became law in December 2015, which reauthorized the Elementary and Secondary Education Act (ESEA). Schools and districts receiving Title I, Part A funding for the 2015-16 school year and were “In PI” in 2015-16 will retain their same PI status and placement year for 2016-17. Schools and districts receiving Title I, Part A funding for the 2015-16 school year and either had a status of “Not in PI” for the 2015-16 school year or did not receive Title I, Part A funding in the 2014-15 school year will have a status of “Not in PI” for the 2016-17 school year. The percentage of schools identified for Program Improvement is calculated by taking the number of schools currently in PI within the district and dividing it by the total number of Title I schools within the district.

This table displays the 2016-17 Program Improvement status for the school and district. For detailed information about PI identification, please visit www.cde.ca.gov/ta/ac/ay/tidetermine.asp.

v Scores are not shown when the number of students tested is 10 or fewer, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.

6


California Assessment of Student Performance and Progress (CAASPP)For the 2015-16 school year, the CAASSP consists of several key components, including:

California Alternate Assessment (CAA) test includes both ELA/literacy and mathematics in grades 3-8 and 11. The CAA is given to those students with significant cognitive disabilities which prevent them from taking the Smarter Balanced Assessments with universal tools, designated supports or accommodations.

Smarter Balanced Assessments include ELA/literacy in grades 3-8 and 11. Smarter Balanced Assessments are designed to measure student progress toward college and career readiness.

The assessments under CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement standards. For more information on the CAASPP assessments, please visit www.cde.ca.gov/ta/tg/ca.

CAASPP Test Results for All Students: English Language Arts/Literacy and Mathematics (grades 3-8 and 11)The table below shows the percentage of students meeting or exceeding the state standards in English language arts (ELA) and literacy and mathematics.

Two-Year DataPercentage of Students Meeting or Exceeding State Standards

Camden Academy Campbell UHSD California

Subject 14-15 15-16 14-15 15-16 14-15 15-16

English language arts/literacy 0% v 69% 71% 44% 48%

Mathematics 0% v 45% 49% 33% 36%

CAASPP Test Results by Student Group: Science (grades 5, 8 and 10)Science test results include CSTs, CMA, and CAPA in grades 5, 8, and 10. The “Proficient or Advanced” is calculated by taking the total number of students who scored proficient or Advanced on the science assess-ment divided by the total number of students with valid scores.

2015-16 School YearPercentage of Students Scoring at Proficient or Advanced

Group Total Enrollment

Number of Students with Valid Scores

Percentage of Students with Valid Scores

Percentage Proficient or Advanced

All students v v v v

Male v v v v

Female v v v v

Black or African-American v v v v

American Indian or Alaska Native v v v v

Asian v v v v

Filipino v v v v

Hispanic or Latino v v v v

Native Hawaiian or Pacific Islander v v v v

White v v v v

Two or more races v v v v

Socioeconomically disadvantaged v v v v

English learners v v v v

Students with disabilities v v v v

Students receiving Migrant Education services v v v v

Foster youth v v v v

CAASPP Test Results for All Students: Science (grades 5, 8 and 10)Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA) and California Alternate Performance Assessment (CAPA) in grades 5, 8 and 10. The tables show the percentage of students scoring at proficient or advanced.

Three-Year DataPercentage of Students Scoring at Proficient or Advanced

Camden Academy Campbell UHSD California

Subject 13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16

Science 9% v v 65% 69% 67% 60% 56% 54%

CAASPP by Student Group: English Language Arts/Literacy and MathematicsDue to low enrollment CAASPP test scores by student group are not shown. When the number of students tested is 10 or fewer, scores are not displayed either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.

For more information on the CAASPP assessments, please visit www.cde.ca.gov/ta/tg/ca.



± Information is not available at this time.

Completion of High School Graduation RequirementsThis table displays school, district and California data for the percentages of students in the most recent graduating class who met all state and local graduation requirements for grade 12 completion. The formula for the completion of graduation requirements is the number of grade 12 students who met all graduation requirements divided by the number of students enrolled in grade 12 at the time of the Fall Census Day. Therefore, results may include percentages over 100 percent if students transferred into the school and graduated but were not there at the time of the Fall Census Day enrollment count. For more information, please visit www.cde.ca.gov/ci/gs/hs/hsgrmin.asp or www.cde.ca.gov/ci/gs/hs/cefhsgradreq.asp.

Graduating Class of 2015Completion of High School Graduation Requirements

Group Camden Academy Campbell UHSD California

All students 7.69% 87.29% 85.66%

Black or African-American v 86.79% 76.88%

American Indian or Alaska Native v 350.00% 74.87%

Asian v 90.24% 92.78%

Filipino v 78.57% 96.80%

Hispanic or Latino 11.11% 88.57% 84.49%

Native Hawaiian or Pacific Islander v 83.33% 84.88%

White v 88.19% 87.23%

Two or more races v 74.68% 91.36%

Socioeconomically disadvantaged 14.29% 89.42% 76.61%

English learners v 84.14% 50.90%

Students with disabilities v 81.07% 68.38%

Foster youth ± ± ±

Graduation and Dropout RatesThis table displays the graduation and dropout rates for the most recent three-year period for which data is available. The four-year adjusted cohort graduation rate is the number of students who graduate in four years with a regular high school diploma divided by the number of students who form the adjusted cohort for the graduating class. From the beginning of grade 9 (or the earliest high school grade), students who are entering that grade for the first time form a cohort that is “adjusted” by adding any students who subsequently transfer into the cohort and subtracting any students who subsequently transfer out. For more information, please visit http://dq.cde.ca.gov/dataquest.

Three-Year DataGraduation and Dropout Rates

Graduation Rate Dropout Rate

12-13 13-14 14-15 12-13 13-14 14-15

Camden Academy à à à à à à

Campbell UHSD 91.42% 89.06% 87.79% 4.60% 7.00% 8.60%

California 80.44% 80.95% 82.27% 11.40% 11.50% 10.70%

à Alternative Schools Accountability Model (ASAM) participating schools that are not direct funded charter (DFC) schools and not County Office of Education administered receive the districtwide rate.

Admission Requirements for California’s Public UniversitiesUniversity of California: Admission require-ments for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state’s high school graduates, as well as those transfer stu-dents who have successfully completed specified college course work, be eligible for admission to the UC. These require-ments are designed to ensure that all eligible students are adequately prepared for university-level work. For general admissions requirements, please visit the UC Admissions Information web page at http://admission.universityofcalifornia.edu.

California State University: Eligibility for admission to California State University (CSU) is determined by three factors: 1. specific high school courses, 2. grades in specified courses and test scores, and 3. graduation from high school. Some cam-puses have higher standards for particular majors or students who live outside the lo-cal campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses have local admission-guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admis-sion, application and fee information, see the CSU web page at www.calstate.edu/admission/admission.shtml.

Course Enrollment for UC/CSU AdmissionThe table displays two measures related to the school’s courses that are required for University of California and California State University admission for the most recent year for which data is available. For more detailed information, visit http://dq.cde.ca.gov/dataquest.

UC/CSU Admission

Camden Academy

2014-15 and 2015-16 School Years

Percentage of students enrolled in courses required for UC/CSU admission in 2015-16

0.00%

Percentage of graduates who completed all courses required for UC/CSU admission in 2014-15

0.00%

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Textbooks and Instructional MaterialsThe most recent resolution on the sufficiency of instructional materials was held at the board meeting on October 6, 2016.

2016-17 School YearTextbooks and Instructional Materials List

Subject Textbook Adopted

English language arts Holt Literature & Language Arts, Holt 2002

Mathematics Algebra 1, McDougal 2001

Mathematics Geometry: Concepts and Application, Glencoe 2001

Science Exploring Earth Science, Prentice Hall 1999

Science Exploring Physical Science, Prentice Hall 2005

Science Biology, Prentice Hall 2000

Quality of TextbooksThe following table outlines the criteria required for choosing textbooks and instructional materials.

2016-17 School YearQuality of TextbooksCriteria Yes/No

Are the textbooks adopted from the most recent state-approved or local governing-board-approved list? Yes

Are the textbooks consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education? Yes

Do all students, including English learners, have access to their own textbooks and instructional materials to use in class and to take home? Yes

Availability of Textbooks and Instructional MaterialsThe following lists the percentage of pupils who lack their own assigned textbooks and instructional materials.

2015-16 School YearPercentage of Students Lacking Materials by Subject

Camden Academy Percentage Lacking

Reading/language arts 0%

Mathematics 0%

Science 0%

History/social science 0%

Visual and performing arts 0%

Foreign language ²

Health ²

Science laboratory equipment ²

Currency of TextbooksThis table displays the date when the most recent hearing was held to adopt a resolution on the sufficiency of instructional materials.

Currency of Textbooks

2016-17 School Year

Data collection date 10/6/2016

² Not applicable.

“The Camden Academy faculty believes that all students

can be successful.”


• Systems: Gas systems and pipes, sewer, mechanical systems (heating, ventilation and air-conditioning)

• Interior: Interior surfaces (floors, ceilings, walls and window casings)

• Cleanliness: Pest/vermin control, overall cleanliness (school grounds, buildings, rooms and common areas)

• Electrical: Electrical systems (interior and exterior)

• Restrooms/fountains: Restrooms, sinks and drinking fountains (interior and exterior)

• Safety: Fire-safety equipment, emergency systems, hazardous materials (interior and exterior)

• Structural: Structural condition, roofs

• External: Windows/doors/gates/fences, playgrounds/school grounds

School Facility Items Inspected The table shows the results of the school’s most recent inspection using the Facility Inspection Tool (FIT) or equivalent school form. The following is a list of items inspected.

School FacilitiesAll Campbell Union High School District campuses are safe, clean and well-lighted facilities. Built in the mid-1960s to late 1960s, these buildings have been evaluated by architects and engineers to be more solidly built and sturdier than new construction. Wisely designed, they have stood the test of time, and learning spaces have remained adaptable to new demands on the educational system. Even specialty learning areas such as science and fine arts have been found to equal the best new designs of today and require only refurbishment to remain vital. This refurbishment is the focus of modernization projects and of successful 1999 and 2004 bond measures, which include some new buildings and new athletic fields and tracks at each school site. These projects include new floors, electrical wiring, lighting, heating, furniture, audiovisual and performance and demonstration facilities, specialized learning areas and more are in the process of turning our campuses into schools for 21st century. Sports facilities, restrooms and cafeteria facilities have been regularly updated.

District network infrastructure consists of 1 Gpbs connections from the campuses to the internet. Campus buildings each connect directly to the campus network core over fiber optic cabling. Classrooms are wired with Cat 5e/6 cables to the building’s network closet. Campus classrooms and multiuse areas are fully cov-ered with Wi-Fi.

All areas of all campuses are regularly evaluated for trip-fall, environmental and other safety hazards; a state-of-the-art campuswide and districtwide fire, emergency and communication system is in place; and campuses are cleaned and maintained by custodial staff whose work is regularly evaluated by both school and district supervisors.

School Facility Good Repair Status This inspection determines the school facility’s good repair status using ratings of good condition, fair condition or poor condition. The overall summary of facility conditions uses ratings of exemplary, good, fair or poor. At the time of this school facility inspection, no deficiencies were found.

School Facility Good Repair Status 2016-17 School Year

Items Inspected Repair Status Items Inspected Repair Status

Systems Good Restrooms/fountains Good

Interior Good Safety Good

Cleanliness Good Structural Good

Electrical Good External Good

Overall summary of facility conditions Good

Date of the most recent school site inspection 6/30/2015

Date of the most recent completion of the inspection form 6/30/2015

Advanced Placement CoursesNo information is available for Camden Academy regarding Advanced Placement (AP) courses offered.

Career Technical Education ProgramsCamden Academy does not offer any CTE programs.

Career Technical Education ParticipationThis table displays information about participation in the school’s Career Technical Education (CTE) programs.

Career Technical Education Data

Camden Academy

2015-16 Participation

Number of pupils participating in a CTE program

²

Percentage of pupils who completed a CTE program and earned a high school diploma

²

Percentage of CTE courses that are sequenced or articulated between a school and institutions of postsecondary education

²

² Not applicable.

10

Teacher QualificationsThis table shows information about teacher credentials and teacher qualifications. Teachers without a full credential include teachers with district and university internships, pre-internships, emergency or other permits, and waivers. For more information on teacher credentials, visit www.ctc.ca.gov.

Three-Year Data

Campbell UHSD Camden Academy

Teachers 16-17 14-15 15-16 16-17

With a full credential 350 4 3 0

Without a full credential 5 0 0 0

Teaching outside subject area of competence (with full credential) 3 0 0 0

Teacher Credential Information

Academic Counselors and School Support StaffThis table displays information about aca-demic counselors and support staff at the school and their full-time equivalent (FTE).

Academic Counselors and School Support Staff Data

2015-16 School Year

Academic Counselors

FTE of academic counselors 1.0

Average number of students per academic counselor 30

Support Staff FTE

Social/behavioral counselor 0.4

Career development counselor 0.0

Library media teacher (librarian) 0.0

Library media services staff (paraprofessional) 0.0

Psychologist 0.2

Social worker 0.0

Nurse 0.2

Speech/language/hearing specialist 0.0

Resource specialist (nonteaching) 0.0

Other FTE

School secretary 1.0

Campus police 0.4

Teacher Misassignments and Vacant Teacher PositionsThis table displays the number of teacher misassignments (positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Please note that total teacher misassignments includes the number of teacher misassignments of English learners.

Three-Year DataTeacher Misassignments and Vacant Teacher Positions

Camden Academy

Teachers 14-15 15-16 16-17

Teacher misassignments of English learners 0 0 0

Total teacher misassignments 0 0 0

Vacant teacher positions 0 0 0

Core Academic Classes Taught by Highly Qualified TeachersHigh-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced-priced meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced-priced meals program. For more information about ESEA teacher requirements, visit www.cde.ca.gov/nclb/sr/tq.

2015-16 School YearHighly Qualified Teachers

Percentage of Classes in Core Academic Subjects

Taught by Highly Qualified Teachers

Not Taught by Highly Qualified Teachers

Camden Academy 50.00% 50.00%

All schools in district 94.53% 5.47%

High-poverty schools in district 96.15% 3.85%

Low-poverty schools in district 94.27% 5.73%

2013-14 School Accountability Report CardCamden AcademySARC 11

Data for this year’s SARC was provided by the California Department of Education and school and district offices. For additional information on California schools and districts and comparisons of the school to the district, the county and the state, please visit DataQuest at http://data1.cde.ca.gov/dataquest. DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffing and data regarding English learners. Per Education Code Section 35256, each school district shall make hard copies of its annually updated report card available, upon request each year, on or before February 1.

All data accurate as of January 2017.


Published by:

www.sia-us.com | 800.487.9234

District Financial DataThis table displays district teacher and administrative salary information and compares the figures to the state averages for districts of the same type and size based on the salary schedule. Note: The district salary data does not include benefits.

2014-15 Fiscal YearDistrict Salary Data

Campbell UHSD Similar Sized District

Beginning teacher salary $44,000 $46,184

Midrange teacher salary $73,959 $75,179

Highest teacher salary $93,392 $96,169

Average high school principal salary $127,362 $137,939

Superintendent salary $226,634 $217,637

Teacher salaries: percentage of budget 33% 35%

Administrative salaries: percentage of budget 5% 5%

Financial Data ComparisonThis table displays the school’s per-pupil expenditures from unrestricted sources and the school’s average teacher salary and compares it to the district and state data.

2014-15 Fiscal YearFinancial Data ComparisonExpenditures

Per Pupil From Unrestricted Sources

Annual Average Teacher Salary

Camden Academy $28,743 $72,945

Campbell UHSD $8,175 $74,857

California $5,677 $77,824

School and district: percentage difference +251.6% -2.6%

School and California: percentage difference +406.3% -6.3%

School Financial DataThe following table displays the school’s average teacher salary and a breakdown of the school’s expenditures per pupil from unrestricted and restricted sources.

School Financial Data

2014-15 Fiscal Year

Total expenditures per pupil $35,493

Expenditures per pupil from restricted sources $6,750

Expenditures per pupil from unrestricted sources $28,743

Annual average teacher salary $72,945

Expenditures Per PupilSupplemental/restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor.

Financial Data The financial data displayed in this SARC is from the 2014-15 fiscal year. The most current fiscal information available provided by the state is always two years behind the current school year and one year behind most other data included in this report. For detailed information on school expenditures for all districts in California, see the California Department of Education (CDE) Current Expense of Education & Per-pupil Spending web page at www.cde.ca.gov/ds/fd/ec. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits web page at 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.

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