School Accountability Report Card Reported for School Year 2003-2004 Published During 2004-2005
Notes regarding the source and currency of data: Data included in this School Accountability Report Card (SARC) are consistent with State Board of Education guidelines, which are available at the California Department of Education Web site http://www.cde.ca.gov/ta/ac/sa/definitions04.asp. Most data presented in this report were collected from the 2003-04 school year or from the two preceding years (2001-02 and 2002-03). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2002-03.
School Information
District Information
School Name
Quartz Hill High
District Name
Antelope Valley Union High
Principal
Brett Neal
Superintendent
Dr. David Vierra
Street
6040 W. Ave. L
44811 North Sierra Hwy.
City, State, Zip
Quartz Hill, CA 93536-
Lancaster, CA 93534-3226
Phone Number
(6610 718-3100
(661) 948-7655
FAX Number
(661) 943-8203
(661) 723-9985
Web Site
http://www.qhhs.org
http://www.avdistrict.org/
E-mail Address
Bneal@avhsd.org
kscott@avhsd.org
CDS Code
19-64246-1937051
SARC Contact
Ken Scott
School Description and Mission Statement
Quartz Hill High School (QHHS) first opened in 1964 and is one of seven comprehensive high schools in the Antelope Valley Union High School District. QHHS was the third school built in the district, and is located in Quartz Hill, an unincorporated community in the western portion of the valley. The community lies flanked between the city of Lancaster to the east and Palmdale to the south. The Antelope Valley Union High School District (AVUHSD) also operates three continuation schools and other alternative education programs including adult education, a community school and six site-specific independent study programs. The district currently serves the educational needs of over 21,000 students.
The eighty-acre permanent facility, located at Avenue L and 60th Street West, was originally built to house 1800 students. Extensive demographic growth necessitated the construction of additional facilities, including a second gymnasium, the expansion of the library/media center, a stadium, and forty-two portable classrooms. This year the school went through a $15 million modernization plan that began in the summer of 2003 and completed at the beginning of the 2004/2005 school year. The student population, as of October 2003, stood at 3,245. This figure represents an increase of 561 since the publication of the 1998 Western Association of Schools and Colleges report. The ethnic distribution of the school population is as follows: American Indian .8%; Pacific Islander .03%; Filipino 1.8%; Asian 3.2%; African-American 8.4%; Hispanic 15.3%; White 70.2%.
The AVUHSD has an open-enrollment policy for schools in the district that allows students to apply to schools outside of their enrollment area. This policy has fostered healthy competition among district high schools. QHHS is one of the preferred sites in our district. QHHS consistently has more applicants for enrollment than it has open slots. Since 1998, QHHS has become an International Baccalaureate school and it graduated its first IB class in the spring of 2001. Currently, more than 600 students are enrolled in one or more IB classes at QHHS.
QHHS Mission Statement: “The mission of Quartz Hill High School is to produce responsible citizens who are able to communicate effectively, set and achieve realistic goals, and who become life long learners.”
QHHS Vision Statement: “Quartz Hill High School desires to provide the staff with training, instruction and modeling to improve the instructional strategies, curriculum offerings, and learning for all students. It is the school’s vision that all students will reinforce their fundamental academic skills through the use of appropriate instruction, current technology, and an environment most conducive to learning. The school desires to equip staff with the skills which will assist in providing all students opportunities for post-high school success.”
AVUHS District Mission and Vision Statement: “The Antelope Valley Union High School District’s mission is to provide students with a safe and secure setting with a rigorous, relevant, and reality-based curriculum within strong learning communities where students and adults develop the necessary academic, technical, and work ethic skills to be productive citizens of the 21st century.”
Opportunities for Parental Involvement
Contact Person Name
Debbie Powell
Contact Person Phone Number
(661) 718-3100 ext. 692
Parent involvement and participation continues to be an increasingly important part of the Quartz Hill High School community. Parent volunteers willingly volunteer their time and expertise to support our educational program. Parent volunteers perform a variety of tasks including but not limited to: clerical assistance, proctoring assistance with school-wide exams, classroom support, student registration, volunteering to be a judge on the panel for Senior Project presentations, and many other opportunities when needed. During the 2003/2004 school year our parents volunteered a total of 2,940 hours.
The majority of our academic and athletic teams have booster clubs composed of spirited and enthusiastic parents who help raise large amounts of money to support our academic and athletic programs.
Parents are also actively involved in site decision making through their participation in the Principal’s Parent Advisory Committee, the School Improvement Site Council, the Bilingual Education Advisory Committee, the Guidance Advisory Committee, as well as a variety of committees that come up as needs arrive. Parents that are interested in participating in these advisory committees should contact the Principal’s office at ext. 101.
I. Demographic Information Student Enrollment, by Grade Level Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).
Grade Level
Enrollment
Grade 9
903
Grade 10
890
Grade 11
736
Grade 12
705
Ungraded Secondary
3
Total Enrollment
3237
Student Enrollment, by Ethnic Group Data reported are the number and percent of students in each racial/ethnic category as reported by CBEDS.
Racial/Ethnic Category
Number of Students
Percent of Students
African-American
271
8.4
Hispanic or Latino
443
13.7
American Indian or Alaska Native
36
1.1
Pacific Islander
9
0.03
Asian
113
3.4
White (Not Hispanic)
2,312
71.4
Filipino
53
1.6
Multiple or No Response
0
0.0
II. School Safety and Climate for Learning School Safety Plan
Date of Last Review/Update
Kathryn Stanley
Date Last Discussed with Staff
School safety is a continual top priority at Quartz Hill High School. In addition to an on-site Los Angeles County Deputy Sheriff liaison, Quartz Hill has eight campus supervisors whose main role is to provide a safe learning environment.
Quartz Hill High School has installed a camera/video surveillance system and fencing to keep non-students off the campus during school hours. In addition, Quartz Hill has developed and implemented a Safe School Plan in accordance with Senate Bill 187. The following are goals within the Safety Plan:
· Goal #1: All students and staff members are provided a safe teaching and learning environment.
· Goal #2: All students are safe and secure while at school, when traveling to and from school, and when traveling to and from school related activities.
· Goal #3: District programs and approved community resources are made available to students and parents.
· Goal #4: Schools provide the educational environment where students, parents, staff, and community members shall effectively communicate in a manner that is respectful to all cultural, racial, and religious backgrounds.
A complete copy of Quartz Hill’s School Safety plan can be obtained in the Administration Office.
School Programs and Practices that Promote a Positive Learning Environment
Quartz Hill High School has a variety of programs for students that promote active and positive learning.
International Baccalaureate Program The International Baccalaureate (IB) Program is a two-year rigorous academic curriculum for 11th and 12th grade students. The IB Program prepares students for advanced placement in college and if qualified (through a battery of tests, completion of an extended essay, a creativity-action-service project, and Theory of Knowledge course), students will receive a special diploma from the International Baccalaureate Program.
This program is a two-year rigorous academic curriculum designed to prepare 9th and 10th grade students for entrance into the International Baccalaureate Program, which begins in the junior year.
Suspensions and Expulsions Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that result in a suspension or expulsion). The rate of suspensions and expulsions is the total number of incidents divided by the school's total enrollment as reported by CBEDS for the given year. In unified school districts, a comparison between a particular type of school (elementary, middle, high) and the district average may be misleading. Schools have the option of comparing their data with the district-wide average for the same type of school.
School
District
2002
2003
2004
Number of Suspensions
219
342
460
4006
4609
5797
Rate of Suspensions
7.7
11.2
14.2
20
21.5
27.0
Number of Expulsions
8
262
267
263
Rate of Expulsions
.03
.02
1.3
1.25
1.2
School Facilities Safety, cleanliness, and adequacy of school facilities, including any needed maintenance to ensure good repair. Description of the condition and cleanliness of the school grounds, buildings, and restrooms.
Quartz Hill High School facilities are over 40 years old and have completed an $18 million modernization program in the 2003 – 2004 school year. On Quartz Hill’s campus, there are 47 re-locatable buildings that are used for classrooms and two re-locatable office facilities have been installed. The original structures of Quartz Hill High School were also renovated with new lighting systems, flooring, upgraded electrical capabilities, plumbing, restroom facilities, and heating/air conditioning systems. In the 2001-02 school year, additional restroom facilities were added and a plan was implemented to upgrade existing student restrooms.
With the increase of students and teaching staff, as well as re-locatable classrooms, an additional burden has been placed on the existing infrastructure, grounds, and support staffs. The staff will do all we can do to ensure adequate facilities and structures for our students, but feel that the building of new schools will help tremendously in student overcrowding and the strain placed on the older facilities hear at Quartz Hill High School.
Another building phase will begin in the 2005-2006 school year and will be a two-year project. This project will provide approximately 20 additional rooms. Pursuant to California Education Code section 35186, school facilities must be clean, safe, and maintained in good repair and our faculty strive to maintain this standard daily. Facilities are thoroughly cleaned each evening and are checked throughout the day at regular intervals to ensure sanitary and healthful conditions are maintained.
The Antelope Valley Union High School District maintains educational facilities that are safe, clean, and provide an educational environment that exceeds adequacy standards established by the state as set forth in the Williams vs. State of California educational lawsuit recently mandated for public schools in the state of California.
Students attend classes where rooms are properly heated and ventilated. Classrooms are appropriate for the learning environment including the absence of noise levels, which would interfere with communication between teachers and students. There are sufficient numbers of clean, well-stocked, functioning restrooms on all campuses, and there exists no unsanitary or unhealthful condition that would impact a student’s ability to learn.
The District has recently modernized public schools at Antelope Valley High School, Palmdale High School, and Quartz Hill High School using General Obligation Bond funds and state matching funds as resources for these projects. This has resulted in an increase in restroom/toilet capacity, conformance with ADA requirements on affected sites, an increase to lighting on campus, and upgraded science laboratory facilities.
The school district is staffed to provide each school with site-based maintenance and operational staff including custodial staff, grounds crews, and maintenance and repair personnel. These persons are based at each school site and report to school site administrators in rendering service to the District. Site-based maintenance and operations persons are supported by a central maintenance and operations crew including carpenters; painters; heating, ventilation, air conditioning personnel; and one individual who operates the District’s field mower. All sites receive operating funds for maintenance and operations from restricted funds identified for maintaining each campus.
In addition, the District takes full advantage of the state’s deferred maintenance funding program whereby a five-year deferred maintenance plan is submitted and updated to reflect major repair/reconstruction projects in the District. This includes appropriate upgrades and repairs to roofing, asphalt, electrical, and plumbing on District-owned facilities.
III. Academic Data Standardized Testing and Reporting (STAR) Through the California Standardized Testing and Reporting (STAR) program, students in grades 2-11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) and a norm-referenced test (NRT). The CST tests English-language arts and mathematics in grades 2-11, science in grades 5, 9, 10, and 11, and history-social science in grades 8, 10, and 11. The NRT tests reading, language, and mathematics in grades 2-11, spelling in grades 2-8, and science in grades 9-11. California Standards Tests (CST) The California Standards Tests (CST) show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets state standards), Basic (approaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area. Students scoring at the Proficient or Advanced level meet state standards in that content area. Students with significant cognitive disabilities who are unable to take the CST are tested using the California Alternate Performance Assessment (CAPA). Detailed information regarding CST and CAPA results for each grade and proficiency level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. CST - All Students Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
Subject
State
English-Language Arts
45
50
47
26
29
30
32
35
Mathematics
23
24
12
10
31
34
Science
54
55
33
27
25
History-Social Science
41
39
22
28
CST - Racial/Ethnic Groups Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
African- American
White (not Hispanic)
18
65
68
6
56
21
13
58
46
38
15
42
CST - Subgroups Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
Male
Female
English Learners
Economically Disadvantaged
Students With Disabilities
Migrant Education Services
Yes
No
43
51
49
5
19
17
Norm-Referenced Test (NRT) Reading and mathematics results from the California Schievement Test, Sixth Edition (CAT-6), the current NRT adopted by the State Board of Education, are reported for each grade level as the percent of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels. The CAT-6 was adopted in 2003; therefore, no data are reported for 2002. Detailed information regarding results for each grade level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. NRT - All Students Data reported are the percent of students scoring at or above the 50th percentile.
Reading
---
60
44
59
NRT - Racial/Ethnic Groups Data reported are the percent of students scoring at or above the 50th percentile.
77
63
48
64
83
71
NRT - Subgroups Data reported are the percent of students scoring at or above the 50th percentile.
66
62
California Physical Fitness Test Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards). Detailed information regarding the California Physical Fitness Test may be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
Total
24.8
26.7
22.9
7
29.1
31.3
25.6
22.1
29.3
16.8
19.8
26.3
25.3
27.2
Academic Performance Index (API) The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet. Growth Targets: The annual growth target for a school is 5 percent of the distance between its Base API and 800. The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for awards. Schools that do not meet their targets and have a statewide API rank of one to five are eligible to participate in the Immediate Intervention/Under-performing Schools Program (II/USP), which provides resources to schools to improve their academic achievement. There was no money allocated to the II/USP Program in 2002 or 2003. Subgroup APIs and Targets: In addition to a school-wide API, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socio-economically disadvantaged students). Growth targets, equal to 80 percent of the school's target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be eligible for awards. Percent Tested: In order to be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2-8 and high schools must test at least 90 percent of their students in grades 9-11 on STAR. Statewide Rank: Schools receiving a Base API score are ranked in ten categories of equal size (deciles) from one (lowest) to ten (highest), according to type of school (elementary, middle, or high school). Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from one (lowest) to ten (highest) to indicate how well the school performed compared to schools most like it. API criteria are subject to change as new legislation is enacted into law. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/ap/ or by speaking with the school principal. Schoolwide API
API Base Data
API Growth Data
2001
From 2001 to 2002
From 2002 to 2003
From 2003 to 2004
Percent Tested
97
98
99
API Base Score
696
706
718
API Growth Score
722
728
Growth Target
4
Actual Growth
Statewide Rank
I
Similar Schools Rank
API Subgroups - Racial/Ethnic Groups
626
639
621
642
644
623
16
2
585
620
664
641
674
678
14
714
724
735
740
744
743
API Subgroups – Socio-economically Disadvantaged
549
581
589
618
610
69
State Award and Intervention Programs
Although state intervention and awards programs are currently in the California Education Code, the programs were not funded for the period addressed by this report. Therefore, there are currently no data available to report.
Federal Intervention Programs Schools receiving Title I funding enter federal Program Improvement (PI) if they do not make Adequate Yearly Progress (AYP) for two consecutive years. After entering PI, schools advance to the next level of intervention with each additional year that they do not make AYP. Information about PI, including a list of all PI schools, can be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal.
Year Identified for Program Improvement
Year in Program Improvement
Year Exited Program Improvement
Number of Schools Currently in Program Improvement
Percent of Schools Identified for Program Improvement
25.0
Adequate Yearly Progress (AYP) The federal No Child Left Behind Act (NCLB) requires that all students perform at or above the proficient level on the state's standards-based assessments by 2014. In order to achieve this goal and meet annual performance objectives, districts and schools must improve each year according to set requirements. A "Yes" in the following table displaying Overall AYP Status indicated that AYP was met for all students and all subgroups, or that exception criteria were met, or that an appeal of the school or district's AYP status was approved. Additional data by subgroup show whether all groups of students in the school and district made the annual measurable objectives for the percent proficient or above and the participation rate required under AYP. Detailed information about AYP can be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal.
Overall
All Students
Subgroups
African American
n/a
Socio-economically Disadvantaged
Students with Disabilities
IV. School Completion (Secondary Schools) California High School Exit Exam (CAHSEE) Beginning with the graduating class of 2006, students in California public schools will have to pass the California High School Exit Exam (CAHSEE) to receive a high school diploma. The School Accountability Report Card for that year will report the percent of students completing grade 12 who successfully completed the CAHSEE.
These data are not required to be reported until 2006 when they can be reported for the entire potential graduating class. When implemented, the data will be disaggregated by special education status, English language learners, socioeconomic status, gender, and ethnic group.
Dropout Rate and Graduation Rate Data reported regarding progress toward reducing dropout rates over the most recent three-year period include: grade 9-12 enrollment, the number of dropouts, and the one-year dropout rate as reported by CBEDS. The formula for the one-year dropout rate is (grades 9-12 dropouts divided by grades 9-12 enrollment) multiplied by 100. The graduation rate, required by the federal No Child Left Behind Act (NCLB), is calculated by dividing the number of high school graduates by the sum of dropouts for grades 9 through 12, in consecutive years, plus the number of graduates.
Enrollment (9-12)
2987
2841
3089
18893
19533
20979
1735576
1772417
1830664
Number of Dropouts
426
470
490
47899
48210
58493
Dropout Rate (1-year)
0.4
0.7
1.0
2.3
2.4
2.8
2.7
3.2
Graduation Rate
98.4
96.2
96.7
89.1
84.5
90.3
86.7
87.0
V. Class Size Average Class Size and Class Size Distribution Data reported are the average class size and the number of classrooms that fall into each size category (i.e., number of students), by grade level, as reported by CBEDS.
Average Teaching Load and Teaching Load Distribution Data reported are the average class size and the number of classrooms that fall into each size category (i.e., number of students), by subject area, as reported by CBEDS.
Avg. Class Size
Number of Classrooms
1-22
23-32
33+
English
25.2
28.0
32.0
27.9
32.1
1
31.4
32.8
Social Science
33.2
34.2
35.1
VI. Teacher and Staff Information Core Academic Courses Not Taught by NCLB Compliant Teachers
The No Child Left Behind Act (NCLB) requires that all teachers teaching in core academic subjects are to be "highly qualified" not later than the end of the 2005-06 school year. In general, NCLB requires that each teacher must have: (1) a bachelor's degree, (2) a state credential or an Intern Certificate/Credential for no more than three years, and (3) demonstrated subject matter competence for each core subject to be taught by the teacher. More information on teacher qualifications required under NCLB can be found at the California Department of Education's Web site at http://www.cde.ca.gov/nclb/sr/tq/. For a school, the data reported are the percent of a school's classes in core content areas not taught by NCLB compliant teachers. For a district, the data reported are the percent of all classes in core content areas not taught by NCLB compliant teachers in all schools in the district, in high-poverty schools in the district, and in low-poverty schools in the district.
This School
.4
All Schools in District
10.5
High-Poverty Schools in District
Low-Poverty Schools in District
8.8
Teacher Credentials Data reported are the number of teachers (full-time and part-time) as reported by CBEDS. Each teacher is counted as "1". If a teacher works at two schools, he/she is only counted at one school. Data are not available for teachers with a full credential and teaching outside his/her subject area.
Total Teachers
116
123
115
Teachers with Full Credential
93
94
Teachers Teaching Outside Subject Area (full credential but teaching outside subject area)
Teachers in Alternative Routes to Certification (district and university internship)
Pre-Internship
Teachers with Emergency Permits (not qualified for a credential or internship but meeting minimum requirements)
11
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)
Teacher Misassignments Data reported are the number of placements of a certificated employee in a teaching or services position for which the employee does not hold a legally recognized certificate or credential, or the placement of a certificated employee in a teaching or services position that the employee is not otherwise authorized by statute to hold.
Misassignments of Teachers of English Learners
Total Teacher Misassignments
Teacher Education Level Data reported are the percent of teachers by education level.
Doctorate
1.7
Master's Degree plus 30 or more semester hours
12.2
12.8
Master's Degree
19.9
Bachelor's Degree plus 30 or more semester hours
32.2
34.6
Bachelor's Degree
28.7
28.9
Less than Bachelor's Degree
Vacant Teacher Positions Data reported are the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire year or, if the position is for a one-semester course, a position to which a single designated certificated employee has not been assigned at the beginning of a semester for an entire semester.
Vacant Teacher Positions
Teacher Evaluations
Teachers at Quartz Hill High School are evaluated on their adherence to curricular objectives and content standards, instructional techniques and strategies, student progress toward stated standards, the classroom-learning environment, and other professional educational responsibilities.
Probationary teachers (1st and 2nd year credentialed teachers) are assigned to a BTSA support provider/teacher who provides assistance in instructional strategies and classroom management techniques.
Teachers who are in the Antelope Valley Union High School District Intern Program-Emergency Credential (teachers completing their credential while working in the classroom) are assigned a Peer Coach who also assists in instructional strategies and classroom management techniques. Probationary and Intern teachers are formally observed and evaluated at least twice a year. Permanent teachers are formally evaluated at least once every two years. Each of the five Quartz Hill High School administrators have been trained in clinical supervision and the evaluation process outlined in the adopted contract with the Antelope Valley Teachers Association.
Substitute Teachers
Quartz Hill High School has been assigned three on-site permanent substitute teachers who assist with class coverage. Regular classroom teachers are frequently used on a rotational basis as period substitutes.
Counselors and Other Support Staff Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equal one FTE.
Title
FTE
Counselor
6.0
Librarian
.2
Psychologist
Social Worker
Nurse
Speech/Language/Hearing Specialist
Resource Specialist (non-teaching)
0.8
Other
4.0
Academic Counselors Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equal one FTE. The ratio of students per academic counselor is defined as enrollment as reported by CBEDS divided by the full-time-equivalent academic counselors.
Number of Academic Counselors (FTE)
Ratio of Students Per Academic Counselor
539.5
VII. Curriculum and Instruction School Instruction and Leadership
The administration and faculty at Quartz Hill High School are deeply committed to providing high quality educational programs for all students. These programs include:
Quartz Hill High School feels that strong instructional leadership is a major factor in the high quality of education. BTSA and Intern Programs are actively working with all new and returning teachers to help develop instructional techniques, as well as bringing special in-service opportunities to the staff. Department chairs and the Instructional Leadership Team work closely with the Principal and Assistant Principal to tackle many issues that lead to the improvement of student learning and performance.
The staff has contributed to and believes in the Mission Statement of the Antelope Valley Union High School District that states it is our mission to “provide students a safe and secure setting with a rigorous, relevant, and reality-based curriculum within strong learning communities where students and adults develop the necessary academic, technical, and work ethic skills to be productive citizens of the 21st century.”
Professional Development
Quartz Hill High School uses SB1193/Staff Development days, which are in addition to the 180-day school year, for staff development opportunities. The district provides ample opportunity for staff to become involved in staff development (workshops, seminars, conferences, etc), and also has established a Professional Resource Center that has available materials and resources to improve student learning in the classroom.
The Antelope Valley Union High School District encourages the teaching staff to participate in in-service days that address a variety of educational topics, including but not limited to implementation of curricular standards, Kaplan test taking strategies, technology training, racial and cultural diversity, sexual harassment training, personal/professional growth topics, and requires teachers to attend California curriculum standards workshops. Federal categorical funding affords teachers and administrators the opportunity to attend a variety of conferences and workshops relating to the curriculum and student improvement. The Antelope Valley Union High School District provided $1,075,268 for teacher training and development in the 2003-2004 school year.
Quality and Currency of Textbooks and Other Instructional Materials
Every student at Quartz Hill High School is provided with an approved textbook for each class at the beginning of the school year. Textbooks are maintained in satisfactory condition within the site’s book depository. Quartz Hill High School follows the district’s textbook adoption cycle with respective department members serving on the textbook selection committee. The Antelope Valley Union High School District has developed a district-wide process for the adoption of textbooks/instructional materials following the state Department of Education’s seven-year adoption cycle. During the past four years, textbook adoptions have included English/Language Arts, Health, Algebra, Social Studies, Physical Science, Biology, and Foreign Language. In addition, the district has purchased classroom sets for all English, Algebra, Geometry, World History, Physical Science, and Biology classes.
In an effort to reduce the amount of textbooks students need to carry to school, classroom sets of textbooks have been purchased for the following subjects: Algebra 1, Algebra 1A, Algebra 1B, Physical Science, Biology, World History, United States History, English 9, 10, and 11, and Spanish 1. In 2003-2004, Antelope Valley Union High School District spent $8,789,350 on books and supplies district-wide. Pursuant to California Education Code section 35186, there should be sufficient textbooks and instructional materials. That means each pupil, including English learners, must have a textbook or instructional materials, or both, to use in the class and to take home to complete required homework assignments.
On November 10, 2004 the Antelope Valley Union High School District Board of Trustees adopted the following resolution (#2004-05-15) regarding the sufficiency of instructional materials (Education Code Section 60119):
WHEREAS, the local governing board of Antelope Valley Union High School District, in order to comply with the requirements of Education Code sections 60119 and 60422(b), held a public hearing on November 10, 2004; and
WHEREAS, the local governing board provided at least ten days notice of the public hearing posted in at least three public places within the District that stated the time, place and purpose of the hearing; and
WHEREAS, the local governing board encouraged participation by parents, teachers, members of the community, and bargaining unit leaders in the public hearing; and
WHEREAS information provided at the public hearing and to the local governing board at the public meeting detailed that sufficient textbooks and instructional materials in all subjects consistent with the cycles and content of the curriculum frameworks were provided to all students in the District; now, therefore, be it
RESOLVED that for the 2004/2005 school year, the Antelope Valley Union High School District has provided each pupil with sufficient textbooks and instructional materials consistent with the cycles and content of the curriculum frameworks.
Availability of Sufficient Standards-Aligned Textbooks and Other Instructional Materials
The availability of sufficient state-adopted (grades K-8) and standards-aligned (grades K-12) textbooks and other instructional materials for each pupil, including English learners, that are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the core curriculum areas of reading/language arts, mathematics, science, history-social science, foreign language, and health (for grades K to 12, inclusive); and science laboratory equipment (for grades 9 to 12, inclusive), as appropriate. As of this date, each pupil in the District, grades 9 – 12, has been provided with the standards-aligned textbook or basic instructional materials in each of the following areas.
The instructional materials were adopted by the Board of Trustees following District review of the materials and their alignment with state content standards as required by CCR, Title 5, Section 9531. Standards maps submitted by publishers under Educational Code Section 60451 were used in this review. Certification was approved by the local governing board at a public meeting held on November 10, 2004.
The Board of Trustees of the Antelope Valley Union High School District has adopted new standards-aligned instructional materials for grades 9 through 12 in all core areas beginning 1999. The Board of Trustees certifies that it has provided each pupil in grades 9 – 12 in these classes with a standards-aligned textbook or basic instructional materials from this adopted list with 24 months following the local adoption of these materials.
Core Curriculum Areas
Availability of Textbooks/Materials
Reading/Language Arts
9th – 1251, 10th – 1030, 11th – 1191, 12th – 350 for Total = 4095
Algebra 1 – 1468, Algebra 2 – 508, Geometry – 948 for Total = 2924
Biology –871, BioChem –482, Chemistry – 589, Earth Science – 972 for Total =2914
History/Social Science
US History –855, World History –1216, Civics –321, Economics –281 for Total=2673
Foreign Language
Spanish1–1011,Spanish2–665,Spanish3–256,French-1155,German–503 for Total=3590
Health
Total of 1094
Science Laboratory Equipment (grades 9-12)
Each QHHS Earth, Biology, and Chemistry classes have a full compliment of standards-based laboratory equipment.
Instructional Minutes The California Education Code establishes a required number of instructional minutes per year for each grade. Data reported compares the number of instructional minutes offered at the school level to the state requirement for each grade.
Instructional Minutes
Offered
State Requirement
65,137
64,800
Continuation School Instructional Days Data reported are the number of instructional days offered at the school level compared to the state requirement for each grade.
Instructional Days With At Least 180 Instructional Minutes
180
180 days
Total Number of Minimum Days
For the 2003-04 school year, the Antelope Valley Union High School District and the Antelope Valley Teachers Association has approved of seven minimum days to be placed in the school year calendar (Minimum days consist of 246 minutes):
In addition to the stated Minimum Days, Quartz Hill High School has developed a “Flex Wednesday” bell schedule in which school day minutes are increased on Monday, Tuesday, Thursday, and Friday so that school ends at 12:21pm on Wednesdays. This allows the staff time for collaboration, planning, staff development, and faculty meetings on Wednesday afternoons.
VIII. Postsecondary Preparation (Secondary Schools) Advanced Placement/International Baccalaureate Courses Offered The Advanced Placement (AP) and International Baccalaureate (IB) programs give students an opportunity to take college-level courses and exams while still in high school. Data reported are the number of courses and classes offered, and the enrollment in various AP and IB classes. The data for Fine and Performing Arts include AP Art and AP Music, and the data for Social Science include IB Humanities.
Number of Courses
Number of Classes
Fine and Performing Arts
Computer Science
312
184
187
172
121
277
Students Enrolled in Courses Required for University of California (UC) and California State University (CSU) Admission Data reported are the number and percent of students enrolled in courses required for UC and/or CSU admission. The percent of students is calculated by dividing the total number of students enrolled in courses required for UC and/or CSU admission (a duplicated count) by the total number of students enrolled in all courses (also a duplicated count).
Number of Students Enrolled in All Courses
Number of Students Enrolled In Courses Required For UC and/or CSU Admission
Percent of Students Enrolled In Courses Required For UC and/or CSU Admission
11079
7472
67.4
Graduates Who Have Completed All Courses Required for University of California (UC) and California State University (CSU) Admission Data reported are the number and percent of graduates who have completed all courses required for UC and/or CSU admission. The percent of graduates is calculated by dividing the total number of graduates who have completed all courses required for UC and/or CSU admission by the total number of graduates.
Number of Graduates
Number of Graduates Who Have Completed All Courses Required For UC and/or CSU Admission
Percent of Graduates Who Have Completed All Courses Required For UC and/or CSU Admission
608
103
16.9
SAT I Reasoning Test Students may voluntarily take the SAT test for college entrance. The test may or may not be available to students at a given school. Students may take the test more than once, but only the highest score is reported at the year of graduation. Detailed information regarding SAT results may be found at the California Department of Education Web site at http://www.cde.ca.gov/ds/sp/ai/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
Grade 12 Enrollment
645
701
4404
4701
4615
365,907
385,181
395,194
Percent of Grade 12 Enrollment Taking Test
32.4
31.9
22.0
23.7
37.3
36.7
35.2
Average Verbal Score
518
504
522
477
476
474
494
496
Average Math Score
531
515
534
473
469
516
519
College Admission Test Preparation Course Program
Quartz Hill High School contracts with Kaplan and Ivy West to provide students with workshops on test taking strategies.
In addition, the district has provided for all students the opportunity to take the Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualification Test (PSAT/NMSQT) exam, which also assists students in doing their best on Scholastic Aptitude Test (SAT) exams.
Degree to Which Students are Prepared to Enter Workforce
Through the WASC accreditation process, Quartz Hill High School has adopted Expected School-wide Learning Results (ESLRs), which all students are expected to master before they graduate and enter the workforce: “Through a rigorous and relevant curriculum, Quartz Hill High School will prepare it’s graduates to be…
Quartz Hill High School has also developed four School-wide Student Goals:
The Counseling staff at Quartz Hill High School works with the student body through “Domains” in an effort to prepare students to be productive citizens after graduation. The domains include: Academic Domain, Career Domain, College Domain, Personal/Social Domain, and Management Domain. Through activities, lessons, individual meetings and group activities, students acquire and demonstrate academic competencies, develop necessary skills to make a successful transition from school to career, implement strategies to support and enable them to gain exposure to various colleges, and demonstrate skills necessary to establish a foundation for personal and social growth.
Quartz Hill High School is continuing to develop career pathways to better prepare students in making the transition from high school to their chosen career field. Teachers, counselors, and administrators endeavor to provide the best training and information available, enabling students to make informed and educated decisions concerning career choices. The following career pathways are available for Quartz Hill students: International Baccalaureate, Business Management, Industrial Technology, and Visual/Performing Arts. Quartz Hill High School students receive presentation information in regards to job searches and making career goals, as well as decisions regarding post-secondary education and training options.
The district and Quartz Hill High School have a program in which all students complete the Career Cruising program, assisting students in determining which careers they would be successful. It provides initial directions for students to pursue job possibilities and required training based on their career interests, with an emphasis on the four work ethic words (trustworthy, responsible, respectful and fair).
Beginning with the graduating class of 2002, students at Quartz Hill High School, as well as other district schools, are required to complete the Senior Project. The mission of the Quartz Hill Senior Project is to produce graduates who are able to effectively bridge academic achievement and career exploration to promote a successful transition from the high school environment into the community, the world of work, and higher education. The Senior Project consists of four components: a research paper on the topic of the students’ choice, a project that is related to the research paper, a presentation consisting of a six to ten minute speech judged by a panel of community members and educators, and a portfolio containing the Senior Project materials.
Quartz Hill High School has on staff a full-time Work Experience Coordinator who implements the Work Experience Education Program. This program is available to a limited number of students, juniors and seniors, 16 years of age or older, who have an approved job and are able to attend a required instruction class. Credit is based on job performance, number of hours on the job, and related class work.
IX. Fiscal and Expenditure Data County offices of education are not required to report average salaries and expenditures. The California Department of Education's School Fiscal Services Division does not calculate statewide average salary and expenditure information for county offices of education.
Average Salaries (Fiscal Year 2003-2004)
Data reported are the district average salary for teachers, principals, and superintendents, compared to the state average salaries for districts of the same type and size, as defined by Education Code Section 41409. Detailed information regarding salaries may be found at the California Department of Education Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0203.asp.
Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
$32,317
$37,434
Mid-Range Teacher Salary
$58,821
$61,368
Highest Teacher Salary
$78,631
$77,698
Average Principal Salary (Elementary)
Average Principal Salary (Middle)
$95,819
Average Principal Salary (High)
$104,295
$108,194
Superintendent Salary
$137,692
$154,991
Percent of Budget for Teacher Salaries
40.2
38.4
Percent of Budget for Administrative Salaries
5.3
Expenditures (Fiscal Year 2003-2004)
Data reported are total dollars expended in the district and the dollars expended per student at the district compared to the state average. Detailed information regarding expenditures may be found at the California Department of Education Web site at http://www.cde.ca.gov/ds/fd/ec/.
State Average All Districts
Total Dollars
Dollars per Student (ADA)
$125,723,868
$6,254
$6,977
$6,822
Types of Services Funded
One measure contributing to the academic strength of a program is the amount of money the District spends for each student enrolled. The Antelope Valley Union High School District spent an average of $6,979 per registered pupil during the 2003-2004 school year. Additionally, Quartz Hill High School receives School Improvement Program allocations in excess of $226,000. Categorical money is additional support provided to schools with specific guidelines for its use.