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Gertz-Ressler High School

Alliance for College-Ready Public Schools 2009-2010 School Accountability Report Card

Every student has the ability.

We give them the opportunity.

Gertz-Ressler High School School Accountability Report Card for 2009-‐2010 What is a School Accountability Report Card? The School Accountability Report Card (SARC) provides both parents and community members a detailed report of Gertz-Ressler High School and compares its success with schools within Los Angeles Unified School District, Los Angeles County, and California. The information provided in this report represents the previous 2009-2010 school year because this is the most complete and recent data available. Additional information about the school and any of the components in this report can be found on the California Department of Education’s DataQuest website (http://dq.cde.ca.gov/dataquest). This online tool allows any individual to view all public data regarding student demographics, student achievement, college-readiness indicators, and teacher information for all years Gertz-Ressler High School has. Further information about Gertz-Ressler High School can also be received by contacting the principal or Alliance College-Ready Public Schools. School Information: 2023 S. Union Avenue Los Angeles, CA 90043 Principal: James Waller, III Phone: (213) 745-8141 Fax: (213) 745-8142 http://www.gertzresslerhigh.org Charter Management Organization: Alliance College-Ready Public Schools 1940 S. Figueroa Street Los Angeles, CA 90007 Phone: (213) 943-4930 Fax: (213) 943-4931 http://www.laalliance.org

http://www.gertzresslerhigh.org

Gertz-Ressler High School School Accountability Report Card for 2009-‐2010

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Welcome to Gertz-Ressler High School Principal’s Message Gertz-Ressler High School is small public charter high school located directly south of downtown Los Angeles. We are an urban high school with safe, clean and green campus. All of our students complete the A-G requirements that make them eligible for entry into the University of California. We expect all of the students to attend college upon graduation and are proud of the fact that 69% of the 2009 senior class accepted to a 4-year college or university. At Gertz-Ressler we strive for continual academic progress and success. We are proud of our 853 Academic Performance Index (API) which makes us the ninth highest scoring high school in the Los Angeles Unified School District. We have met all of the requirements of the Federal Government Annual Yearly Progress (AYP). We are also a California Distinguished School and an EPIC Award Silver Medal Winner for the second year in a row. In addition to our outstanding academic program, we offer a large number of clubs including Mandarin Club, Dance Club, Youth and Power and Paparazzi. We have an interscholastic athletic program offering Swimming, Basketball and Soccer for men and women, as well as Cheerleading.

- James Waller, III, Principal

2009-2010 Year Opened 2004 Academic Performance Index 853 Grade Range 9-12 Total Enrollment 518 Number of Teachers 26 Number of Students per Teacher 20


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Parent Involvement At Gertz-Ressler High School, we realize that student success is not only measured through academic achievement, but in ensuring that our students are adequately prepared for the future. Parental support and involvement are key components in students’ academic success that are essential for parents to be fully knowledgeable about preparing their children for college. Parent involvement is an important aspect of our school. We have a full-time parent liaison whose task it is to engage parents in our school community in a meaningful way. Parents are asked to complete forty volunteer hours on an annual basis. Of these hours, twenty are to be academically related: attending parent workshops, conferences, and meetings, chaperoning fieldtrips, and assisting in classrooms, The remaining hours are spent in service to the school: campus beautification, translation, assisting in the office, etc. Our administration welcomes parents to our campus, and makes an effort to meet with each parent on an individual basis each year. We hold well-attended, regularly scheduled parent events including Back to School Night, parent conferences, Breakfast with the Principal, and Parent Advisory Committee meetings. Two of our parents are peer-elected to serve on the Joint School Board of Directors meeting on a quarterly basis. A quick snapshot of our parent involvement can be seen in the accompanying table, and can also be found in the School Performance Dashboard located at the end of this report. Parent Involvement

2007-2008 2008-2009 2009-2010

Families Completing 20+ Hours -- 49% 49% Families Completing 40+ Hours 17% 24% 26% Families Attending Parent Conferences 58% -- 80%


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School Environment A key factor to learning is the environment we create for our students. At Gertz-Ressler High School, we understand that students cannot learn if they do not feel safe or if their classrooms are not adequate. This is why our students’ safety is one of our main concerns, along with providing them with large, open classrooms and school sites. Safety Safety is a priority at Gertz-Ressler High School. We are all aware that if the students do not feel safe, they do not learn. We have only one entrance to the school and the front office staff monitors it at all times. Two Campus Aides are employed to patrol the campus. We have a safety plan that is reviewed with all of the staff and updated yearly. School wide evacuation drills are conducted on an annual basis. Emergency procedures are also posted in every classroom. The safety and well being of our students and employees is paramount. Gertz-Ressler High School is part of the Alliance for College Ready Public Schools being trained by the LA Leadership Consortium for Safety and Emergency Preparation to develop a standardized emergency plan that complies with the rules and regulations of the National Incident Management System and the Standardized Emergency Management. The Plan, which is revised every year, establishes an emergency organization to direct and control operations at the school site during a period of emergency by assigning responsibilities to specific personnel. The School Emergency Response Plan: • Effectively restructures emergency response at all levels in compliance with the Incident Command System (ICS). • Establishes response policies and procedures, providing Gertz-Ressler High School clear guidance for planning purposes. • Describes and details procedural steps necessary to protect lives and property. • Outlines coordination requirements. • Provides a basis for unified training and response exercises to ensure compliance. School wide evacuations drills are conducted twice every semester in conjunction with Richard Merkin Middle School, which is also located at the same site. The Principal has appointed the Director of Instruction to attend the Safety and Emergency meetings held by LA Leadership Consortium and oversee it development and implementation at our site. Staff and Faculty review the plan every year before the new school year classes begin and all students participate in our drill throughout the year. Parents receive the information included in the emergency plan in their Parent/Student Manual during the first week of instruction of the new academic year. Maps and procedures are posted in every classroom and office of the school. Gertz-Ressler has two seven-


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hour Campus Aides who assist with student supervision, control campus visits, and patrol the entire site, including our parking lot. Suspensions and Expulsions School safety is further reinforced with discipline. The chart below displays suspension and expulsion rates for our school for the last 3 years. Disruptive behavior is monitored and is not tolerated at our school since it distracts students from learning and performing to the best of their abilities. Suspensions and Expulsions Our School Los Angeles Unified School District

2007-2008 2008-2009 2009-2010 2007-2008 2008-2009 2009-2010

Total Students Enrolled 475 499 518 683,340 730,359 187,590 Suspensions 17% 13% 11% 8% 7% 6% Expulsions 0% 0% 0% .13% .13% .01% Rates are derived by dividing the number of incidents by total student enrollment of that school year.


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Facilities The condition of our facilities is determined using the Facilities Inspection Tool, issued by the Office of Public School Construction. The table below displays the results of the most recently completed school site inspection, determining our school’s good repair status. Our school buildings were constructed in 2006 and are in good condition. Maintenance is completed as needed throughout the year. Our janitorial keeps the restrooms, hallways, outdoor areas and cafeteria clean the throughout the day, and cleans classrooms at the end of each school day. During the 2009-2010 school year, we worked at softening the urban look of the school by adding trees, planters, benches, and landscaping to the front of the campus, and an imitation grass lawn at the back of the campus. Our focus for the 2010-2011 school year is to increase student and parent participation in keeping our campus green and clean by holding Saturday campus beautification events each month.

Facilities Inspection Tool

Repair Status

System Inspected: Exemplary Good Fair Poor

Repair Needed/Action

Taken or Planned

Systems: Gas Leaks, Mechanical/HVAC, Sewer X

Interior: Interior Surfaces X Cleanliness: Overall Cleanliness X Electrical: Electrical X Restrooms/Fountains: Restrooms, Sinks/Fountains X Safety: Fire Safety, Hazardous Materials X Structural: Structural Damage, Roofs X External: Playground/School Grounds, Windows/Doors/Gates/Fences X

Overall Rating: X

Inspected By: Favio Solares, Facilities Management Coordinator

Additional Inspectors: Date of Last Inspection: 12/09/10


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How Is Our School Performing? School performance and progress are measured in a variety of ways. Standardized tests and student performance are all used to calculate the Academic Performance Index, Academic Yearly Progress, and State and Similar School Ranks each year. We additionally look at student graduation and cohort matriculation as measures of our own success since successfully preparing students to graduate college within 5 years is our main goal. Academic Performance Index (API) The API is a single number, ranging from 200-1000, that reflects a school’s or a subgroup’s performance level, based on the results of statewide testing. Its purpose is to measure the academic performance and growth of schools. The API was established by the Public Schools Accountability Act of 1999, a landmark state law that created a new academic accountability system for K-12 public education in California. A school’s API is calculated using student results from the California Standards Tests (CST) and the California High School Exit Exam (CAHSEE) for continuing high schools. Gertz-Ressler High School’s API for 2009-2010 was 853. The 2009-2010 school year was started with a base API of 827. Historical API growth can be seen in the chart below, and additional information regarding API can be found on the CDE DataQuest website.


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API scores are further used to calculate State and Similar School Rankings. The state gives all schools a ranking on a scale of 1 to 10 (10 being the highest). The Similar Schools Ranking is given on a comparison scale of 100 schools of similar student population and demographics. Information regarding our school rankings for the 2009-2010 school year will not be available until October of 2011, as these scores are not calculated until one full year has passed. Adequate Yearly Progress (AYP) and Program Improvement (PI) AYP is a series of annual academic performance goals established for each school, district, and the state as a whole. Schools, LEAs, and the state are determined to have met AYP if they meet or exceed each year’s goals (AYP targets of participation and proficiency performance). AYP is required under Title I of the federal ESEA. States commit to the goals of ESEA by participating in Title I, a program under ESEA that provides funding to help educate low-income children. The primary goal of Title I is for all students to be proficient in ELA and mathematics, as determined by state assessments, by 2014. For middle schools and high schools with only grade nine students, AYP is calculated based on CST performance. For high schools, AYP is calculated based on the performance on the CAHSEE grade 10 census administration. 95% of all students and significant subgroups must participate in the administration. Schools must also earn an API score of 680 or higher or increase their score from last year by one point. If a school fails to meet any of the criteria, it does not meet AYP. Schools that do not make AYP for two or more years in a row will be put on a Program Improvement (PI) plan, offer student transfers to other schools, and provide additional instructional support services. The table below shows our school’s AYP and PI statuses over the last 3 years.

State and Similar Schools Ranking

2007-2008

2008-2009

2009-2010

State Rank 8 9 -- Similar Schools Rank 10 10 --

Academic Yearly Progress & Program Improvement Status 2007-2008 2008-2009 2009-2010 Criteria Met 10/10 18/18 18/18 Met AYP? Yes Yes Yes Program Improvement School? No No No


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How Are Our Students Performing? Enrollment Below is a table with our school’s total student enrollment and enrollment per grade level.

This table shows the percent of students enrolled at our school who are identified as being in a specific group. Enrollment by Group

2009-2010 (Percent of

Total Enrollment)

Black/African American: 11% American Indian/Alaska Native: -- Asian: 1% Filipino: -- Hispanic/Latino: 88% Native Hawaiian/Pacific Islander: -- White: -- Two or More Races: -- Socioeconomically Disadvantaged: 94% Students with Disabilities: 6% English Only: 17% English Learners: 17% Initially Fluent English Proficient: 14% Reclassified Fluent English Proficient: 52% Migrant Education Services: 0%

Enrollment by Grade

2009-2010 Total Enrollment: 518 Grade 9: 151 Grade 10: 147 Grade 11: 115 Grade 12: 105 Male: 42% Female: 58%


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Testing California Standards Test (CST) Students are required to take the California Standards Test each year. The results provide information regarding the progress and potential of our student body. California standards are considered to be some of the most rigorous in the country and can be further explored on the California Content Standards page on the CDE website. Our CST results are also matched up against other similar schools to compare how our students perform in comparison to others in the state of California. The CSTs include tests on English Language Arts (grades 2-11), Math (grades 2-11), Science (grades 5, 8-11), and History Social-Science (grades 8-11).

Below you will find our students proficiency performance for the last 3 years on all CST subjects tested at our school. All student assessment results are displayed in one of five proficiency bands used to measure student progress. The five bands are Advanced, Proficient, Basic, Below Basic, and Far Below Basic. Our immediate goal is to annually move students up one performance band. The tables on the next page show the percent of our students who scored at the Proficient or Advanced level in content area subjects. Additional grade-level results and other information regarding the Standardized Testing and Reporting (STAR) Program and CST can be found on the STAR website (http://www.startest.org).


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Standardized Testing and Reporting Results for All Students 3 Year Comparison

Our School Los Angeles Unified

School District State

2007-2008

2008-2009

2009-2010

2007-2008

2008-2009

2009-2010

2007-2008

2008-2009

2009-2010

English Language Arts 48% 59% 62% 34% 38% 41% 46% 50% 52% Mathematics 15% 31% 29% 35% 37% 39% 43% 46% 48% History Social Science 51% 65% 77% 23% 28% 31.4% 36% 41% 44% Science 32% 63% 72% 17% 18% 21% 35% 36% 40%

Standardized Testing and Reporting Results by Student Group - 2009-2010

English

Language Arts Math

History Social

Science Science Students Tested in the LEA 388 386 245 521 Students Tested at the School 388 386 245 521 Male 65% 34% 93% 78% Female 59% 26% 67% 67% Black/African American 63% 31% 75% 68% American Indian/Alaskan Native -- -- -- -- Asian 25% 50% 25% 50% Filipino -- -- -- -- Hispanic/Latino 63% 29% 77% 72% Native Hawaiian/Pacific Islander -- -- -- -- White -- -- -- -- Two or More Races/Other -- -- -- -- Socioeconomically Disadvantaged 62% 29% 76% 66% English Learners 27% 10% 44% 52% Special Education 8% 4% 35% 21% Migrant Education Services -- -- -- --


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California High School Exit Exam (CAHSEE) High school students are required to pass the California High School Exit Exam as a graduation requirement. The results of this exam are also used to determine student proficiency levels that are used in AYP calculations. Proficiency level designations should not be confused with pass rates, as the criteria for passing the CAHSEE are at a slightly lower standard than those required to meet proficiency. Students are required to pass, but are encouraged to score at the Proficient or Advanced level. If a student does not pass the first administration in grade 10, he has two additional chances to retake and pass in grade 11 and between 3-5 opportunities in grade 12. Additional information about the CAHSEE can be found on the CAHSEE website. Below is a table representing our school’s CAHSEE pass rates for the last 3 years. Also displayed is a table showing CAHSEE results for Grade 10 students by student group for the most recent year of testing.

California High School Exit Exam Results for Grade 10 Students 2008 2009 2010 English Math English Math English Math Our School: Passed 89% 89% 91% 95% 94% 96% Our School: Scored Proficient or Advanced 60% 55% 64% 81% 70% 72% Los Angeles Unified School District: Passed 72% 68% 72% 72% 74% 73% State: Passed 79% 79% 80% 81% 80% 81%

CAHSEE Results for Grade 10 Students by Group 2010 English Language Arts Math

Students Tested Passed Proficient/ Advanced Passed

Proficient/ Advanced

Male 92% 71% 98% 75% Female 95% 69% 94% 71% Black/African American 93% 64% 100% 86% American Indian/Alaska Native -- -- -- -- Asian -- -- -- -- Filipino -- -- -- -- Hispanic/Latino 94% 70% 95% 70% Native Hawaiian/Pacific Islander -- -- -- -- White -- -- -- -- Socioeconomically Disadvantaged 94% 69% 96% 72% English Learners 79% 36% 86% 36% Special Education -- -- -- --


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Physical Fitness Exam (PFT) The PFT is a required performance exam for students in grades 5, 7, and 9 that tests state fitness standards. Detailed information regarding the test and comparisons of school results statewide can be found on the Physical Fitness Testing page through DataQuest on the CDE website. Physical Fitness information for the 2009-2010 school year will not be available until March of 2011. School Completion Dropout and Graduation Rates A dropout is defined as any student who left our school before the end of the 2008-2009 school year and did not re-enroll in another school for the 2009-2010 school year. The graduation rate is calculated by the number of students who have met all graduation requirements in four years by the last day of instruction for the 2009-2010 school year. These percentages are displayed in comparison to those of schools in the state. Further information and statewide school comparisons regarding graduation rates can be found under the Student Demographics menu on the CDE DataQuest site. Below you can find information regarding Gertz-Ressler High School’s dropout rate for the most recent school year and graduation rate for all applicable years.

Dropout and Graduation Rates


School District State

2006-2007

2007-2008

2008-2009

2006-2007

2007-2008

2008-2009

2006-2007

2007-2008

2008-2009

Dropout Rate (most recent year only)

7% 6.7% 7.6%

4.9% N/A

Graduation Rate 92% 90% 99% N/A 72.4% 69.6% 80.6% 80.2% 78.6%


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College Readiness Indicators Our overarching goal is to prepare our students for college by graduating them with a comprehensive grasp of knowledge in core content areas and ensuring that they are on the correct track for post-‐secondary education. All students fulfill A-‐G requirements to graduate. Advanced Placement and Early Assessment Advanced Placement courses allow students to develop skills and experience a higher level of learning that better prepares them for college. The numbers below show the percent of students who scored a 3, 4, or 5 on the AP exam, earning college credit. Gertz-‐Ressler High School offered 10 Advanced Placement courses in 2009-‐2010. The Early Assessment Program additionally tests students’ level of college-‐readiness and helps them develop certain skills in their senior year. The table shows the percent of students who have been determined college-‐ready. Career Technical Education Programs We at Gertz-‐Ressler High School believe that our curriculum must be teamed with other components to prepare students for post-‐secondary education both in and out of the classroom. Although we do not currently offer any Career Technical Education Programs, students may take them at nearby colleges.

Percent of Students Scoring 3, 4, or 5

2010

Advanced Placement Exams

Tested Passed Art History 21 81% Calculus AB 12 25% Calculus BC 2 100% English Language and Composition 23 43% English Literature 39 100% Physics 2 100% Spanish Language 51 94% Spanish Literature 30 73% Government and Politics 45 20% US History 30 43%

Percent of Students College-Ready CSU Early

Assessment Program

English Math Math

Conditionally Class of 2010 10% 9% 41% Class of 2011 11% 4% 34%


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Materials for Success Textbooks Due to the rigor and continuity of yearlong testing, it is important to make sure our students have access to materials that properly align with California Content Standards. We do our best to provide additional resources that will facilitate higher levels of learning. In the Appendix, you will find a table that displays information regarding the quality, currency, availability, and length of adoption for all instructional materials used at our school. Science Laboratory Classes Many of our science courses require students to actively conduct experiments, a fact that we do our best to support by providing them with ample resources in the form of science labs and equipment. Below is a table that shows the science subject areas our labs are equipped to support. While reviewing, it is important to note that there is no state standard regarding science labs. We rely on the authority of our school administration to make governing decisions about approving standards for equipping our students with science labs.

Science Labs

Course Name

Do Labs Meet District Defined Standard of "Sufficient"?

Percent of Students Having Access to Sufficient Science Labs and Equipment

Biology Yes 100% Chemistry Yes 100% Physics Yes 100%


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Facilitators of Student Achievement Teachers The success of our students is based on the strength of our teaching staff. The table shows the types of credentials held by our teachers, as well as years of experience, college degrees, and teacher credentialing information. A “highly qualified” teacher is one who has a full credential (bachelor’s degree) and demonstrates expertise in a particular core field. A teacher who holds an “emergency permit” is one who lacks full credentials but may be working towards them. A teacher who is “teaching out of field” lacks the subject area authorization for a particular course. Support Staff

Our school also employs other staff whom aid in supporting our students’ needs. Some support staff members are part-time and may also work at other schools within our organization, but the table below displays the number of full-time equivalents (FTE) we have at our site and the average number of students per staff member.

Teacher Information

Our School

Los Angeles Unified School District

State

Number of Teachers 26 75,870 299,666 Average Years of Teaching Experience in the Field 4.9 12.5 13.6 Average Years of Teaching Experience at District 2.2 11.8 11.3 Teachers Holding an MA or Higher 8 12,026 119,428 Full Credentialed/Highly Certified 77% -- -- Intern Credential 23% -- -- Emergency Credential 0% -- -- Out of Field Teaching

Our School

Total Teaching Outside of Credentialed Area 0% Teacher Misassignments for Classes with English Learners 0% English 0% Math 0% Science 0% Social Science 0%

Support Staff

Position

Number of FTE at Our

School

Ratio of Students per Staff Member

Academic Counselor 1 1:518 Counselor (Social/Behavioral or Career Development) -- -- Librarians -- -- Psychologists -- -- Social Workers -- -- Nurses -- -- Speech/Language/Hearing Specialists -- --

Resource Specialists -- --


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Class Sizes The number of teachers and support staff here at Gertz-Ressler High School prevent overcrowding in classrooms since it is easier for students to learn and excel with focused instruction. Our average class size is 22 students per teacher, The supplemental table also provides information about the number of classrooms we have on site as well as those allotted for each subject area.

Average Class Size and Classroom Information

Grade Span: 9-12 Our School

Average Class Size 22 Total Number of Classrooms 21

Classrooms Designated for English: 4 Classrooms Designated for Math: 4 Classrooms Designated for Science: 4 Classrooms Designated for History Social Science: 4


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School Finances and Instructional Planning Gertz-Ressler High School receives funding each year from local, state, and federal government sources. These are strategically distributed to ensure that all of our values, goals, and student needs are met. Comparisons below are made to evaluate our school’s expenditures per student with those throughout the state. The budget also includes teacher and administrator salaries. Expenditures (Fiscal Year 2008-2009) Spending per Student While we have various resources for funding, state education funding is the largest apportionment and is based on student daily attendance. Funding is also divided into two categories: unrestricted and restricted. Unrestricted funds can be used for any lawful purpose, while restricted funds must be allocated to specific areas determined by the donor. Title I funding, for example, is allotted from the federal nutrition program to provide our students with breakfast and lunches. Cost per student for each category of funding can be seen in the table below. Further information regarding school expenditures can be found on the CDE Current Expense of Education & Per-Pupil Spending web page at http://www.cde.ca.gov/ds/fd/ec. School Finances - Expenses per Student

Our School District

School-to-District

Variance

State Average

School-to-State

Variance Unrestricted funds ($/student) $10,668 $10,668 0% -- --

Restricted funds ($/student) $301 $301 0% -- -- Total ($/student) $10,969 $10,969 0% $8,736 20%

Services Gertz-Ressler High School also offers other services to our students. Additional information regarding costs and types of services can be seen in the accompanying table.

Service Total Cost Cost/Student Special Ed $74,437 $149 ASES -- -- Transportation -- -- Nursing $324.60 $0.65 Food Services $232,068 $466


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Teacher and Administrative Salaries The table below provides information regarding salaries for administrators, teachers, and other staff members. In order to make fair comparisons across schools and other districts statewide, our compensation is reported for full-time certificated staff members. Figures are displayed per individual as a dollar amount of our total budget, and are compared to those of other districts of the same size and type. More information regarding salaries and compensation can be round on the CDE Certificated Salaries & Benefits website, at http://www.cde.ca.gov/ds/fd/cs/.

Staff Compensation


School District State Average Beginning Teacher Salary ($/certificated staff) $41,000 $39,788 $40,227 Mid-Range Salary ($/certificated staff) $48,500 $63,553 $59,538 Highest Teacher Salary ($/certificated staff) $57,852 $78,906 $78,848 Average Principal Salary (Middle) --

$113,713 $103,765

Average Principal Salary (High) $100,000 $117,816 $116,781 Superintendent Salary -- $250,000 $223,323 Percent of Budget Allotted for Teacher Salaries 26% 38% 39% Percent of Budget Allotted for Administrative Salaries 5% 5.5% 6%

Instructional Planning Teachers participate in a 5-day professional development seminar before the opening of school. Ongoing professional and personal growth opportunities are conducted on a weekly basis at the school site. Teachers analyze student achievement data and identify student growth needs and interests. Teachers benefit most from professional development that provides time for teacher-to-teacher interaction in small learning communities focused on classroom practice. Our teachers have ongoing regular time for common planning, analysis of student work, and unit study based on core content standards. Teachers use instructional guides in core content areas and use data from quarterly benchmark assessments to re-teach low performing content standards.


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How Can Additional Information be Obtained? Information not included on the School Accountability Report Card can be obtained by contacting the school or at www.laalliance.org. Appendix In the appendix you will find additional information about various parts of the report, as well as the School Performance Dashboard. Additional Resources The following list includes all websites and references mentioned in this report: California Department of Education http://www.cde.ca.gov/index.asp California Department of Education: California Content Standards http://www.cde.ca.gov/be/st/ss/ California Department of Education: Certificated Salaries & Benefits http://www.cde.ca.gov/ds/fd/cs/ California Department of Education: Expense of Education & Per-pupil Spending http://www.cde.ca.gov/ds/fd/ec/ California Department of Education: DataQuest http://dq.cde.ca.gov/dataquest/ STAR: Standardized Testing and Reporting Program http://www.startest.org/


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Textbook List Textbooks

Publisher Condition Standards Aligned?

Percent of Students Having Books to Take

Home English/Language Arts

Timeless Voices, Timeless Themes Gold

Prentice Hall Good Yes 100%

Timeless Voices, Timeless Themes

Platinum Prentice

Hall Good Yes 100% The American

Experience Prentice

Hall Good Yes 100% Math

Algebra I Prentice

Hall Good 100%

Geometry McDougal

Littell Good Yes 100%

Algebra II McDougal

Littell Good Yes 100%

Pre-Calculus Prentice

Hall Good Yes 100% Science

Biology Prentice

Hall Good Yes 100% Chemistry Holt Good Yes 100%

Physics -- Good Yes 100% Social Science

Modern World History: Patterns of Interaction

McDougal Littell Good Yes 100%

America: Pathways to the Present

McDougal Littell Good Yes 100%

API and AYP measure the academic performance and growth of schools as it moves towards target goals. The API target is 800. AYP has mul=ple targets for school-‐wide and subgroup growth.

Academic Performance Index / Adequate Yearly Progress

2008

2009

2010

Gertz-‐Ressler High School2008

2009

2010

2023 S. Union Avenue, Los Angeles, CA 90007Phone: (213) 745-‐8141, Fax: (213) 745-‐8142

www.gertzresslerhigh.orgJames Waller, III, Principal

Merri Garcia, Assistant PrincipalJuan Pineda, Director of Instruc=onMarlene Lucero, Office Manager

Student demographic data provides an overall descrip=on of the school’s popula=on. Percentages are based on the overall school enrollment in October.Enrollment

518 88%

EnrollmentThe CST is one indicator that determines how well students are achieving California’s content standards in English, math, science, and history. The state target is for all students to perform at the proficient or advanced level. The percent of students proficient or advanced is reported below.

No

State Rank 8 9 Expected 4/2011

Program Improvement (PI) School No No

California Standards Test (CST)

2008

2009

2010

Similar School Rank 10 10 Expected 4/2011

2008

2009

2010

827 853

Adequate Yearly Progress (AYP) Met Yes Yes Yes

Academic Performance Index (API) 778

Total School Enrollment Hispanic

Grade 9 Black

Grade 10 White

Grade 11 Asian

Grade 12 Other

Male English Only

Female English Learners

Meal Program Ini=al Fluent English Proficient

Reclassified Fluent English Proficient

Special Educa=on

11%

All students par=cipate in college entrance and readiness exams to indicate college-‐readiness by the end of grade 12. Target readiness scores: SAT (500), ACT (18-‐21), AP (3).

SAT Reasoning

518 88%

43%

Math

Grade 10 50% 61% 62%

Grade 11 47% 52% 58%

151

147

115

105

42%

58%

94%

0%

6%

17%

2008

2009

2010

17%

14%

52%

English/Language Arts

Grade 9 48% 62% 63%

0%

1%

26%

14%

Algebra 1 14% 39%

Geometry 12% 20%

Mathema=cs

18%

Biology

World History 51%

37%

College Readiness Indicators

Reading

50%

History/Social Science

39%

Summa=ve Math 10% 18%

54% 80%

US History 51% 73% 72%

51% 76% 89%

Algebra II

Science

Earth Science/Integrated Science 73%

91%

66%

Science Grade 10

Percent of Students College-‐Ready

Average Score

Reading Wri=ng Math

Wri=ng

ACTAverage Score Percent of Students College-‐Ready

English Math Reading Science

English

Math

0%

17%17%

0%

Physics

SAT Reasoning

Math

Students must pass the CAHSEE in English and Math to receive a high school diploma. Students are first administered the CAHSEE in grade 10. A passing scaled score is 350 and students are proficient with a scaled score of 380. Percentages reflect informa=on from grade 10 administra=on.

Biology

Chemistry

37%

9%

Class of 2011 340 400 350 0%

Class of 2010 406 420 421 14%Reading

100%

91%

20% 33%

California High School Exit Exam (CAHSEE)

Reading

Science

Reading Wri=ng Math

Target Score: 500 Wri=ng

Class of 2010

ACT

English Math Reading Science

English

Math

18

9% 24%

16

18 22 21 24

18 19 16 18 28% 17%

16 16

Students must pass the CAHSEE in English and Math to receive a high school diploma. Students are first administered the CAHSEE in grade 10. A passing scaled score is 350 and students are proficient with a scaled score of 380. Percentages reflect informa=on from grade 10 administra=on.

2008

2009

2010

37% 15% 14% 3%

Target Score Reading

Science

Class of 2011 9% 24%18 19 16 18 28% 17%

Advanced Placement (AP) Exams

2008

2009

2010


Art History

Calculus AB

Calculus BC

English Language and Composi=on

English Literature 29 14% 58 14%

Physics 19 0%

Psychology 13 0%

Spanish Language 59 93% 48 98%

Spanish Literature 32 66% 41 61%

Government and Poli=cs 55 52% 50 31%

U.S. History 18 31% 38 29%

Speaking

Reading

Wri=ng

Overall

Percent Reclassified

Early Advanced

70%

96%

CAHSEE Requirement 83% 88%

English Sec=on 89% 91% 94%2010

18 50%

100%

21 81%

Tested

Advanced Placement (AP) Exams

16% 12 25%

Passed

2009

51

Passed Passed Tested

36 17% 19

2

30%

Percent of Students College-‐Ready

English Math Math Condi=onally

Class of 2011 11% 4% 34%

Class of 2010 10% 9% 41%

Math Proficiency 55% 81% 72%

CAHSEE Passing

2008

2009

2010

Math Sec=on 89% 95%

17 6%

39 10%

23 43%

45 20%

30 73%

91%

CAHSEE Proficiency

English Proficiency 60% 64%

49%

45%

33%

57%

0%

1%

0%

0%

27%

26%

29%

23%

1%

12%

2%

2008


2008 2009

43 2% 30

Tested

2

2010

28%

23%

0%

AttendanceOur schools strive to meet a 95% or higher agendance rate for all students. Consistent agendance is important to maintaining the quality of both our schools and the educa=on of our students. Schools must also meet a designated enrollment rate to maintain the budget.

30

CSU Early Assessment Program (EAP)

California English Language Development Test (CELDT)Students speaking a home language other than English are annually administered the CELDT. Scores of Advanced or Early Advanced indicate English Learner students are fluent in English and ready for reclassifica=on.

CELDT Test 2010

Reclassifica=on of English Learners 2009 2010

5% 19%

100%

31% 6%

94%

43%

2%

Intermediate

17%

36%

18%

Listening 35%

AdvancedEarly

IntermediateBeginner

Average Daily Agendance

Annual Budgeted Agendance

2009

2008

2010

96% 95% 96%

99%101% 99%

Gertz-‐Ressler High School, 2009-‐2010

Graduation and College AcceptanceParent, Student, and Staff Satisfaction

2010

Graduation and College AcceptanceWith a college-‐bound culture at our schools, 100% of our seniors have the requirements needed to successfully apply to four year colleges throughout the na=on.

Gradua=on Rate

Parents, students, and school staff provide annual feedback about the culture, instruc=on, aspect and achievement of the school. Principals use this feedback to evolve the school’s culture to fit the needs of all people.

Parent, Student, and Staff Satisfaction

Gradua=on Rate

Seniors Con=nuously Enrolled Since Grade 9

Seniors Con=nuously Enrolled Since Grade 9 & Gradua=ng

Class of 2010College Acceptance

2010

99%

76

81%

Gradua=on Rate

Are Sa=sfied With the School 90%

Parents, students, and school staff provide annual feedback about the culture, instruc=on, aspect and achievement of the school. Principals use this feedback to evolve the school’s culture to fit the needs of all people.

Percent Sa=sfied

Parents

Applied to 4-‐year School

Accepted to 4-‐year School:

Accepted to 2-‐year or 4-‐year School:

Total Number of Accep=ng Colleges:

Class of 2010College Acceptance

Scholarships Awarded:


Believe the Academic Program is Very Effec=ve 90%


Believe the College-‐Bound Culture is Very Effec=ve

Parents help improve achievement by suppor=ng their students through volunteer hours, 20 of which must be academically related. Parent conferences help improve communica=on between parents, teachers, and the school.

2008

83%

Feel Academic Achievement is Very Effec=ve 88%

100%

85%

100%

$767,271

111Adelphi University; Alfred University; Arcadia University; Arizona State University; Bates College; Benneg

College; Bethune-‐Cookman University; Boston College; Boston University; Bowdoin College; Brown University; California Mari=me Academy; California State Polytechnic University, Pomona, California State University, Bakersfield; California State University, Channel Islands; California State University, Dominguez Hills; California State University, East Bay; California State University, Fresno, California State University,

Fullerton; California State University, Long Beach; California State University, Los Angeles; California State University, Monterey Bay; California State University, Northridge; California State University, Sacramento;

California State University, San Bernardino; California State University, San Marcos; California State University, Stanislaus; Cazenovia College; Central College; Clark Atlanta University; Concordia College; Dominican University of California; Drew University; Drexel University; El Camino College; Hampton

University; Hartwick College; Haverford College; Humboldt State University; Ithaca College; Johnson C. Smith University; Kentucky State University; Lewis & Clark College; Los Angeles City College; Los Angeles Southwest College; Lourdes College; Loyola Marymount University; Loyola University Chicago; Loyola

University New Orleans; Marymount College; Middlebury College; Mills College; Mount St. Mary's College (Chalon); Mount St. Mary's College (Doheny); New York University; Northern Arizona University; Notre

Dame de Namur University; Oberlin College; Oregon State University; Pacific Lutheran University; Pasadena City College; Philander Smith College; Portland State University; Rensselaer Polytechnic Ins=tute; Ripon College; Saint Augus=ne's College-‐NC; Saint Mary's College of California; San Diego State University; San Francisco State University; San Jose State University; Santa Clara University; Santa Monica College; Scripps College; Shaw University; Sonoma State University; Southwestern University; St. John's University -‐ Queens Campus; St. John's University -‐ Staten Island Campus; Stanford University; S=llman College; Sweet Briar College; Syracuse University; The University of Tampa; Tuskegee University; University of California at

Berkeley; University of California at Davis; University of California at Irvine; University of California at Los Angeles; University of California at Merced; University of California at Riverside; University of California at San Diego; University of California at Santa Barbara; University of California at Santa Cruz; University of La Verne; University of Nevada; Las Vegas; University of New Haven; University of San Francisco; University of Southern California; University of the Pacific; Vassar College; Virginia Wesleyan College; Voorhees College; Webster University; Wellesley College; West Los Angeles College; Wheaton College MA; Whitman College;

Whiper College; Wiley College; Xavier University; Yale University

See an Effec=ve College-‐Bound Culture in the School 93%

Students

Feel Teachers Have High Expecta=ons For All Students 95%

Believe Teachers Use Variety of Materials to Help Students Learn 92%

Staff

Are Sa=sfied With the School

77%

Parent Involvement

2009

2010

Families Agending Parent Conferences 58% 80%

2010

Teacher InformationPrincipals select teachers knowledgeable in their field to provide students a high quality educa=on. Highly cer=fied teachers ensure an academically rich learning experience for all students. Teachers are selected on a rigorous hiring process that includes a sample teaching lesson as part of the interview process.

Families Comple=ng 20+ Hours 49% 49%

Families Comple=ng 40+ Hours 17% 24% 26%

2008

Adelphi University; Alfred University; Arcadia University; Arizona State University; Bates College; Benneg College; Bethune-‐Cookman University; Boston College; Boston University; Bowdoin College; Brown

University; California Mari=me Academy; California State Polytechnic University, Pomona, California State University, Bakersfield; California State University, Channel Islands; California State University, Dominguez Hills; California State University, East Bay; California State University, Fresno, California State University,







Whiper College; Wiley College; Xavier University; Yale University

2009

2010

Number of Teachers

Percent of Teachers Highly Cer=fied

Percent of Teachers with Intern Creden=al

Percent of Teachers with Emergency Creden=al

Assessment and Data Analysis Services, October 1, 2010

77%

0%

0%

2010

26

77%

Percent of Teachers Teaching Outside of Creden=aled Area

Adelphi University; Alfred University; Arcadia University; Arizona State University; Bates College; Benneg College; Bethune-‐Cookman University; Boston College; Boston University; Bowdoin College; Brown

University; California Mari=me Academy; California State Polytechnic University, Pomona, California State University, Bakersfield; California State University, Channel Islands; California State University, Dominguez Hills; California State University, East Bay; California State University, Fresno, California State University,







Whiper College; Wiley College; Xavier University; Yale University23%

Percent of Teachers Indica=ng They Will Return Following School Year

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