SCHOOL ACCOUNTABILITY REPORT CARD
Short Version, Issued Spring 2007 for Academic Year 2005–06
Dr. Carl A. Cohn, Superintendent 4474 El Cajon Blvd. San Diego, CA 92115 Phone: (619) 283-6281 Fax: (619) 280-5837 etowers@sandi.net hoover.sandi.net Douglas Williams, Principal 4100 Normal Street San Diego, CA 92103 www.sandi.net
Hoover High School
Principal’s Statement
Welcome to Hoover High School, a school rich in cultural diversity that provides students opportunities to develop skills needed for racial harmony and understanding. English learners (ELs) compose 40.9 percent of the student population, and 66 percent come from homes where a language other than English is spoken. We are involved in the City Heights Educational Collaborative, a partnership with Clark Middle School, Rosa Parks Elementary, San Diego State University (SDSU), and the Price Foundation. Our objective is to improve student achievement and create a K–16 learning environment that provides more post-secondary opportunities for students. The school emphasizes improved literacy and communication,; support for new students,; primary language instruction, academic preparation, counseling services, training for teachers in the use of methodologies and new technologies, and volunteer programs using parents, Hoover alumni, and the community. Hoover students, with assistance from teachers and our other support systems, met all the 2003–04 Academic Performance Index (API) growth targets schoolwide. In our recent Western Association of Schools and Colleges (WASC) self-study, Hoover received a six-year accreditation. Hoover’s graduating seniors have received numerous scholarships to prestigious universities. The after-school Synergy program provides a variety of activities for students.
At A Glance: 2005–06
School type: Senior High Schedule: Traditional Grade level: 9–12 Total enrollment: 2,272 Total teachers: 104 Per pupil expenditure: $5,831
Enrollment Breakdown
Other 1.3 White 3.3 Indochin. 12.2 Afr. Am. 14.9 Asian 1.0
Hispanic 67.3
Instruction and Curriculum
Attendance
Year 01–02 02–03 03–04 04–05 05–06 Percent Attendance Over the Course of the Year 93.31 94.01 94.33 94.07 92.60
Business and Community Partners
International Association of Machinists and Aerospace Workers Mission Federal Credit Union Mid-City Community Advocacy Network (CAN) Pro-Kids Golf Academy San Diego City College San Diego Junior Lifeguard Program San Diego Rotary Club United States Army Cox Communications Pacific Bell Coca-Cola Gateway Qualcomm
The San Diego Unified School District Board of Education has formally adopted California State Board of Education-approved academic standards and curriculum frameworks for all subject areas. District curriculum materials, instructional strategies and supports, professional development, and student assessments are aligned with state standards and focused on ensuring that every student has access to a high-quality, rigorous, and engaging instructional program. A range of support opportunities is available for students needing additional assistance. In 1998, Hoover began to study student data to evaluate areas that needed improvement and to identify which students were not achieving academic success. Literacy development became a focus. The City Heights Educational Collaborative and SDSU offered course work and visiting professor assistance. Teachers are trained in techniques to assist ELs and in research-based instructional practices to improve students’ academic achievement. Reading and math scores increased across all grade levels and across all subsets of students.
Opportunities for Parent Involvement
Parents have many opportunities to be involved at their children’s school site (for example, governance committees, special events, fundraising events, parent organizations, and in classrooms) and at the district level (for example, district councils/committees, Parent University, and special events). We also encourage parents to support their children at home by making their expectations about school clear and creating a positive homework and learning environment. We at Hoover High are committed to obtaining community resources for our school and invite all constituencies to assist us in the education of our students. Volunteers are an important part of our school. Our campus parent center has a full-time parent coordinator and focuses on greater parental support, participation, and involvement. If you want to get involved, please contact Rafael Monroy at (619) 283-6281.
Teacher Credentials
This table displays the number of teachers assigned to the school who are fully credentialed, who are working without a full credential, and who are credentialed but teaching outside of their subject area of competence. District totals do not include charter schools.
Number of Teachers Full credential and teaching in subject area Full credential but teaching outside subject area Without full credential Total School 2005 86 16 3 105 District 2006 5,351 516 625 6,492
2004 73 32 1 106
2006 76 15 13 104
Academic Performance Index (API)
The API is an annual measure of the academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide API performance target of 800. Detailed information about the API can be found at the CDE Web site at www.cde.ca.gov/ta/ac/ap/. This table displays the school’s statewide and similar-schools API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest 10 percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest 10 percent of all schools in the state. The similar-schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar-schools rank of 1 means that the school’s academic performance is in the lowest 10 percent of the 100 similar schools, while a similar-schools rank of 10 means that the school’s academic performance is in the highest 10 percent of the 100 similar schools.
API Rank Statewide Similar Schools 2004 1 3 2005 1 5 2006 1 4
Standardized Testing and Reporting (STAR) Program
Through the California STAR Program, students in Grades 2–11 are tested annually in various subjects. The California Standards Tests (CST) include English language arts and mathematics (Grades 2–11), grade-level science (Grades 5, 8, and 10), end-of-course science (Grades 9, 10, and 11), and history–social science (Grades 8, 10, and 11). Prior to 2005, the norm-referenced test (NRT) tested reading/language arts and mathematics (Grades 2–11), spelling (Grades 2–8), and science (Grades 9–11). Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in Grades 3 and 7 only, and no longer test science in any grade. To protect student privacy, “–” is used in the following tables instead of the percentage when the number of students tested is 10 or less in that category. California Standards Tests (CST): English Language Arts and Mathematics Percentage of students achieving at the proficient or advanced levels (meeting or exceeding state standards):
ENGLISH LANGUAGE ARTS School District 2005 2006 2004 2005 2006 2004 17.9 19.6 38.9 45.9 43.7 37 12.0 17.1 35.5 36.9 37.9 35 24.3 18.0 35.3 38.5 37.5 32 State 2005 2006 43 44 36 37 36 36 School 2005 2006 3.4 4.3 3.4 3.4 3.7 5.7 MATHEMATICS District 2004 2005 2006 13.2 17.0 16.8 9.3 11.1 11.4 8.3 10.5 10.5 State 2005 2006 23 25 19 20 16 17
Gr 9 10 11
2004 14.6 16.9 16.0
Gr 9 10 11
2004 3.5 2.8 1.5
2004 21 17 14
The complete SCHOOL ACCOUNTABILITY REPORT CARD (SARC) may be obtained from the school or from the Internet (studata.sandi.net/research/sarcs/). The complete SARC is roughly 16 pages long and provides information on enrollment, parent and community involvement, school safety and climate for learning, academic performance, class size, teachers and staffing, curriculum and instruction, and school finance. In addition, SARCs for secondary schools include dropout data and post-secondary preparation information (i.e., enrollment in courses that meet University of California or California State University entrance requirements, as well as Advanced Placement or International Baccalaureate programs; SAT scores; college test-preparation courses; and the degree to which students are prepared to enter the workforce).
Hoover High (338)