Summary from Analysis of Profile Data
Chapter: 2
WASC: March 2011 Six-Time National Academic Decathlon Champions E C R
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ECR: Home of Academic and Athletic Excellence
Chapter 2 School and Community Profile Overall Summary from Analysis of Profile Data El Camino Real High School’s mission is to prepare all students to be productive, contributing members of the 21st century. Indicators that we are meeting that objective are the API score which has risen steadily in the last five years from 737 to 798, passage of the California High School Exit Exam (CAHSEE) which is 90% for first time test takers for both mathematics and English, and meeting graduation requirements as well as the Expected School‐wide Learning Results(ESLRs). Faculty and administrators routinely analyze data to implement effective practices to improve student achievement. During the self‐ study we continue to examine the trends in all subgroups and attempt to close the achievement gap and improve achievement for all our students.
Adequate Yearly Progress (AYP) Adequate Yearly Progress is determined by participation rate in the CST exams, percent proficiency on the CST exams, graduation rate, and API score. The past three years El Camino met the requirements for graduation rate, API score, and CST participation rates for both the ELA and Mathematics portions of the CST exams. In 2009‐2010 we did not meet the criteria for ELA percent proficiency and Mathematics percent proficiency. Specifically, English Learners did not meet the requirement in English Language Arts (ELA); English Learners, Hispanic students, and Socioeconomically Disadvantaged students did not meet the Mathematics requirement. More emphasis on test vocabulary and focused intervention on certain mathematics skills and concepts are being planned by our school to rectify this shortcoming. In 2008‐2009, El Camino also met the participation, API score, and graduation rate criteria. We met 21 out of 22 criteria, with only English Learners not meeting their ELA target. In this area, we will provide greater intervention and we plan to pay closer attention to placement of EL students in classes that will help them achieve success. In 2007‐2008, El Camino met 22 out of 22 criteria when class sizes were smaller in certain crucial classes such as 9th and 11th grade English and 9th grade mathematics. If we become a Charter school we would definitely attempt to reinstate lower class sizes. We need to encourage parents of minority students to become more involved and bring back programs such as, La Familia and the Village to motivate our minority students.
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Implications: • • •
100% participation rate creates an authentic reflection of our students’ performance Targeted math intervention needed for Hispanic students, English Learners, and Socioeconomically Disadvantaged students English Language Arts intervention needed for English Learners specifically in writing skills
Academic Performance Index (API) In 2010, El Camino received an API score of 798. This is a 25 point increase over our 2009 score of 773 and surpasses the state’s five point growth target for the year. All subgroups except English Learners met their API growth targets. English Learners missed their growth target by one point. Two of our subgroups, Asian and White, have reached the target score of at least 800 and all other groups have increased their scores in the last three years. All sub‐ groups by ethnicity have API scores of at least 734 and African‐American students had the most impressive increase with an eighty‐one point gain. The testing calendar did not conflict with the AP examinations which helped students focus on the CST. Several practices were put in place to ensure student success. The core departments followed pacing plans making sure that students finished the content of the subject. The faculty analyzed the periodic assessment data and CST data to inform their instruction. More specifically, ECR had training sessions for teachers which were based on the released questions from the California Department of Education. During professional development sessions teachers shared successful practices which enhanced scaffolding techniques in the classrooms. Teachers tested their own students which provided a familiar environment, conducive to better performance. The principal visited classes and encouraged students to take the tests seriously. The faculty, the administrators and the staff created a highly effective test taking atmosphere that contributed to El Camino’s significant improvement in API. English Learners and Students with Disabilities have the lowest scores of all subgroups (647 and 541, respectively). We need more effective intervention for our English Learner population to ensure their success in this aspect. El Camino received a statewide rank of seven and a similar schools rank of three in 2010.
Implications: • • • • • • E C R
Data analysis contributed to improved student performance Calendar, testing in familiar surroundings, and encouragement by adults had positive effect on student performance Professional Development specific to classroom practices yielded better results Targeted interventions needed for English Language Learners especially in writing skills Minority students need academic intervention so that they reach the level of excellence as the White and Asian populations 100% participation rate is an authentic reflection of our students’ performance 81| P a g e
California Standards Test (CST) The California Standards Test (CST) is a measure of student performance in relation to the state content standards as reported by performance level. El Camino’s 2010 CST data shows an increase for all subjects in the percentage of students scoring in the proficient and advanced categories. At the same time, all subjects show a decrease in the percentage of students scoring in the Below Basic and Far Below Basic categories. Sixty seven percent of the students were proficient or advanced in English, 54% percent in Science, 53% in Social Science, and 45% in Mathematics. El Camino’s CST scores by ethnicity show an increase for all statistically significant subgroups over a three‐year period in each of the core subjects. African‐American students had the highest average percent increase in the core subjects with a 17.5% improvement. They were followed by Hispanic students (9.75% increase), White students (7% increase), and Asian students (6.25% increase). All groups also showed a decline in the percent of Below Basic and Far Below Basic students. In each of the core subjects, Asian and White students had the highest percent of proficient and advanced students. In 2009‐2010, ninth grade students at El Camino had the highest percentage of students scoring in the advanced and proficient ranges across all subject areas followed by sophomores and juniors. The increases that El Camino has achieved are based on changes made by the staff and administration. Content State Standards have been integrated into the curriculum across all disciplines and students have been made aware of them. El Camino held training sessions to facilitate teacher use of released questions as assessments in their classes leading to the CSTs. Teachers have begun to incorporate CST language in their classroom assessments. The Principal personally visits every English class to discuss the importance of student performance to their future, the school and community. Both parents and students were made aware that universities review CST performance as part of an overall review process for enrollment. First period teachers administer the CST to their own students to provide a familiar environment for testing. Periodic Assessment data is analyzed in greater depth during department meetings to help focus instruction on standards with which students frequently struggle. Although El Camino’s various populations have improved significantly, there remains an achievement gap between White and Asian students, and Hispanic and African‐Americans. This issue is being addressed by the administration by raising awareness to this issue with the both groups and bringing in motivational groups such as La Familia and The Village. More effective intervention is also planned.
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Implications: • • • • •
Data analysis contributed to improved student performance Calendar, testing in familiar surroundings, encouragement by adults had a positive effect on student performance Professional Development specific to classroom practices yielded better results Targeted intervention needed for English Language Learners especially in writing skills Minority students need academic intervention so that they reach the level of excellence as the White and Asian populations
California High School Exit Exam (CAHSEE) El Camino students perform well on the CAHSEE. Over the last three years, almost 92% of tenth grade, first time test takers passed the English Language Arts (ELA) portion of the exam and almost 90% passed the Mathematics portion. Each of our ethnicity subgroups did well on the exam, with none having lower than an 83% pass rate. Our non socioeconomically disadvantaged students, socioeconomically disadvantaged students, and Redesignated Fluent English Proficient (RFEP) students also performed well on the exam, with none having lower than an 83% pass rate. Our Special Education students and English Learners had Math pass rates of 60% and 62%, respectively. The same two groups had English pass rates of 56% and 46%. A study of the graduating class of 2010 shows that only sixteen students out of a graduating class of 836, were not able to graduate as they did not pass one or more sections of the CAHSEE. Of the sixteen, eleven students had IEPs and the other five students all passed the ELA portion of the exam. Passing the CAHSEE is a graduation requirement and El Camino Real has made 100% success one of its academic goals. Students who are unsuccessful are offered CAHSEE intervention classes after school to help prepare them as they get ready to take the test again. Although, students with an IEP are not required to pass the CAHSEE, all Special Education students at El Camino are encouraged to take and pass the test.
Implications • • •
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The overwhelming majority of our students are successful on the CAHSEE. We have been successful with groups which traditionally do not do well on standardized tests. We need to continue to provide intervention to students who do not do well including students with IEPs.
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Advanced Placement Program El Camino Real High School’s scores on the Advanced Placement (AP) examinations are among the highest in the District and they are significantly higher than the national average. In 2009‐2010, 610 students sat for 1110 examinations in 24 subjects. 72% of all examinees received passing grades of 3 or better. Approximately one‐third of our graduating seniors have taken and passed at least one AP exam during their tenure at El Camino. Implications: • • • •
ECR continues to surpass national AP passing average Reinstate discontinued AP courses such as, Music Theory, French, and Physics Increase overall enrollment in AP classes Offer a summer bridge classes to prepare students for the rigor of the AP curriculum
Grade Distribution by Department At El Camino Real teachers and administrators regularly analyze data from student report cards. Data from the last three semesters indicate that the D/F rates for each department have remained fairly consistent. The math, science, and special education departments had the highest D/F rates and the visual/performing arts and physical education departments had the lowest rates. All three departments with the highest D/F rates recognize the need to improve upon these results. According to the math department, one of the problems is students who receive D’s are allowed to move to the next level and we need to reexamine this practice. Another issue is the placement of 8th grade students into Algebra 1 even if they are not prepared for this level. Remedial classes are offered for math courses in which failure rates are high. Most freshmen do not take science; as a result, students taking biology in the tenth grade have not been exposed to science for a year and a half. Teachers in all three departments plan to increase student success by providing intervention for all students. This year we have begun an online credit recovery program which has been highly successful thus far. If El Camino becomes a Charter school then we plan to have after‐school tutoring and provide extra help before and after school as well as nutrition and lunch.
Implications: • • • • E C R
After school tutoring would be beneficial for the subjects in which D/F rates are high The new online credit recovery program will give students another opportunity to meet graduating requirements in a timely manner Remedial classes need to address students’ needs more effectively Offer science in the ninth grade 84| P a g e
Graduation Rates The most recent data available from the California Department of Education is from 2008‐ 2009. Our graduation rate based on the National Center for Education Statistics (NCES) definition was 91.4%. The average graduation rate from 2005‐2009 is 91.1%. Each year El Camino Real (ECR) has met the AYP graduation rate criterion. Although ECR has a significantly higher graduation rate compared to other similar district high schools, we would like to raise our graduation rate. The lack of resources has led to a significant reduction in counseling personnel and has impacted the rate at which counselors mentor, identify, and tailor support strategies. In the last two years we have added the position of Intervention Coordinator to assist seniors needing extra help to graduate. The newly implemented online credit recovery program provides students yet another opportunity to graduate on time.
Implications: • • •
Continue to support students through our intervention coordinator There is a true need for additional counselors to guide students toward graduation Provide after‐school tutoring in subjects in which students struggle the most
Physical Fitness Reports The FitnessGram physical fitness assessment is based not on athletic ability, but on good health. It provides accurate and reliable information about a student’s level of physical fitness. Between 2006‐2009, an average of 75.3% of ninth grade students who took the FitnessGram met the Healthy Fitness Zone criteria in at least five out of six categories. Students generally had the most success with abdominal and trunk strength. In 2009, students were most challenged by aerobic capacity as measured by the one mile run, but still scored in the Healthy Fitness Zone 73% of the time. However, the 27% that fell below the Healthy Fitness Zone on the FitnessGram test is in the "Needs Improvement “category and has prompted El Camino to find key indicators to increase student health. Curricular modifications include: incorporating core exercises in regular routines, cardiovascular activities twice a week, and passing the FitnessGram is mandatory. If students do not pass in the 9th or in the 10th grade, they must continue to take PE until they receive a passing score on the FitnessGram.
Implications: • •
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Students need greater cardiovascular strength Institute additional years of mandatory physical education
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CELDT Test El Camino’s CELDT assessment results from the 2009‐2010 school year show that 90% of the students scored at the Intermediate level or higher. Over the past three years, an average of 89% of students tested scored at this level. 53% were in the advanced and early advanced range. The school’s rigorous academic standards and high expectation of students have led to the success of the ESL curriculum. The present ESL program’s effectiveness has resulted in overall increase in the number of student who qualifies for re‐designation.
Implications: • •
The high re‐designation rate indicates that the ESL program is effective Our standardized test scores are not at par with our re‐designation rate therefore intervention programs need to be more effective
SAT, ACT and PSAT In 2009‐2010, the average SAT score for El Camino Real students was 1608 out of 2400. Our average for the last three years is 1584. El Camino’s overall score and the scores in each subsection are above the state and national averages. Fewer students take the ACT, but experience a similar rate of success as on the SAT. In 2009‐2010, the average ACT score at El Camino was 24.5 out of 36. Our school’s three‐year average is a 23.7 and is higher than the state and national averages. Results of both SAT and ACT reflect El Camino’s rigorous, standards‐based instruction. Students are encouraged to enroll in A‐G required classes and they receive additional support from the college office and peer college counselors. El Camino has an extensive Advanced Placement program that has a positive effect on students’ ability to succeed on standardized tests. In addition to the emphasis on the writing in the English curriculum, students are required to write essays in all subjects through the Writing Across the Curriculum program. This focus on writing helps students on these standardized tests. As the District provides the opportunity for all tenth grade students to take the PSAT, our students are aware of what is required of them to succeed on the SAT and ACT. Additionally, test preparation services offer mock SAT exams and test preparation classes on campus.
Implications: • • •
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Continue our academic rigor Offer more Advanced Placement classes such as, Music Theory, Physics, Statistics Have more students complete all A‐G requirements
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AG Requirements The most recent data available is from 2008‐2009 and a three year average shows that 47% of El Camino graduates completed all courses required for UC and/or CSU admission. This is above the district average of 40% and the state average of 35%. Our counselors encourage students to enroll in A‐G required classes and monitor their progress through periodic graduation checks. The College Counselor and the Peer College Counselors are valuable resources for students seeking to learn more about courses required for college admission.
Implications: • •
Have more students complete all A‐G requirements Increase the number of counselors to guide students to qualify for the UC and CSU systems
Perception Data Students at El Camino are proud to be at this school. They feel that people of all backgrounds are treated fairly and that the school does not allow bullying. Students feel they are supported academically and can go to adults on campus for help with their schoolwork. They feel that their teachers care about them and that these teachers believe they can do well in class. Most of our students plan on completing a four‐year or graduate degree. El Camino students feel that adults on campus know their names and care if they are absent. They feel safe in classrooms and on school grounds. Students feel that gangs are not a problem on campus and that the campus is clean. Most of our parents feel welcome at the school and that their child is safe on school grounds. They feel they are treated with respect by office staff and that their culture is also respected. While most parents feel that there are opportunities to participate in parent organizations, fewer parents feel that there are adequate opportunities for direct involvement at school.
Implications: • • • E C R
Continue the effort to provide a safe, clean, and nurturing environment conducive to learning Continue to prepare students for post secondary education and/or other experiences Have more effective outreach programs to involve all parents in school activities 87| P a g e
Critical Needs El Camino understands the importance of a strong Mathematics and English Language Arts program. ECR is committed to utilize in‐depth data analysis to drive curricular changes and identify critical academic needs on a regular basis. Through further analysis, the achievement gap was identified to have widened between African American and Latino subgroups, compared to the Asian and White student populations. Using student performance data, El Camino High School staff identified four critical areas of need that will guide our school’s ongoing focus on student academic achievement. The critical areas of academic need raised by data analysis are:
I. Achievement Gap Rationale: There is a critical need to close/narrow the achievement gap especially in ELA and Math. Our data shows that on each of the CST subject area tests, Hispanic and African‐American students have lower scores than their Asian and White counterparts. The gap between the groups in the percent of students scoring at proficient or above is approximately 20%. Each ethnicity subgroup has shown an increase over the past three years and we hope to continue this trend while closing the achievement gap. The CST results for English Learners in all subject areas show that the percent of students in the proficient and advanced range is significantly lower than that of other subgroups. We have planned intervention for this subgroup and will implement the intervention as resources become available. The CAHSEE results for first time test takers show an achievement gap for Students with Disabilities and EL students when compared to the rest of the population. This is true in both the mathematics and ELA portions of the exam. These two groups have pass rates that are at least 30% lower than the other groups. ESLRs Affected: • Literacy, Numeracy, and Appropriate/Effective Communication Skills • Critical Thinking and Problem‐Solving Skills • Perseverance to Explore and Achieve Career, Education, and Individual Goals • Academic, Personal, and Social Responsibility E C R
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II. Intervention Programs Rationale: There is a critical need to provide support for all struggling students. Our data indicates that El Camino has students who are struggling to meet state proficiency standards. Education research and our experience convince us that we can meet their needs through the creation of new intervention programs and the expansion of existing ones. While some of these programs only require a reorganization of personnel, others will require new funding. Our Charter School proposal includes funding in this area. This will be a significant change for the school since, as a non‐Title I school, El Camino does not receive extra funding from the District that all other LAUSD high schools receive. Therefore, we are currently limited in the number of intervention opportunities we can provide our students. For example, after‐school tutoring programs and Saturday school are common at many schools, but we have a limited ability to compensate our teachers for working extra hours. El Camino would also like to re‐establish several programs that were eliminated by the district including a Summer Bridge Program to give incoming freshmen the skills they need to succeed in high school
ESLRs Affected: • Literacy, Numeracy, and Appropriate/Effective Communication Skills • Critical Thinking and Problem‐Solving Skills • Perseverance to Explore and Achieve Career, Education, and Individual Goals • Academic, Personal, and Social Responsibility • Effective, Appropriate, and Ethical Use of Technology to Support the ESLRs
III. English Learners Rationale: There is a critical need to improve the academic achievement of English Learners. Although English Learners represent a small portion (4%) of our student population, they have had a significant impact on our recent AYP status. In 2008‐2009, we met 21 out of 22 AYP criteria, the only exception being ELA Percent Proficiency for English Learners. In 2009‐ 2010, English Learners did not meet the Percent Proficiency requirement for ELA and mathematics. In 2007‐2008, English Learners met all proficiency criteria. While the scores for English Learners are improving, they are still low and not keeping up with state requirements. In addition to the CST results, the CAHSEE pass rate for English Learners is also lower than other subgroups. We are confident that our planned interventions will meet the needs of this subgroup. ESLRs Affected: • Literacy, Numeracy, and Appropriate/Effective Communication Skills • Critical Thinking and Problem‐Solving Skills • Perseverance to Explore and Achieve Career, Education, and Individual Goals 89| P a g e
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Academic, Personal, and Social Responsibility
IV. Mathematics Rationale: There is a critical need to improve Math outcomes. CST scores have improved steadily at ECR. However, Math scores are below our expectations. Our most critical areas requiring attention are General Math (these are freshmen not taking a math course, only 32% were proficient/advanced), Algebra 1 (37% proficient/advanced), Algebra 2 (40% proficient/advanced) and Geometry (51% proficient/advanced). Our goal is to have all freshmen take Algebra 1 or Geometry and introduce math programs to improve basic math processing skills. If El Camino converts to a Charter school there will be tutoring available for struggling students. This will help move a maximum number of students who are basic or below at least one level up. ESLRs Affected: • Literacy, Numeracy, and Appropriate/Effective Communication Skills • Critical Thinking and Problem‐Solving Skills • Academic, Personal, and Social Responsibility
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ECR: Questions Raised by the Data Analysis 1. To what extent has the loss of counselors impacted student achievement? 2. How can we expand successful programs? 3. How can we expand the use of data to drive instruction? 4. How can EL performance be improved? 5. What professional development can we offer our teachers that would address our critical needs in the academic areas? 6. How can we have more effective intervention to close the achievement gap? 7. Are students made familiar with standardized test (CST) vocabulary? 8. Why do we perform lower than similar schools (CST state comparison)? 9. Do we have fewer kids that are not being re‐designated? 10. What is the impact of demographics changes on our academic program? 11. How can we increase equity and access in our AP program while maintaining a high pass rate? 12. Why was there a significant drop in 2007‐2008 school year for percent of graduates completing all courses required for UC and/or CSU entrance? 13. How can we improve achievement in math and science? 14. How can we increase parental involvement, specifically to support struggling students?
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