School Accountability Report Card Reported for School Year 2007-08 Published During 2008-09

Executive Summary School Accountability Report Card, 2007-08
Mt. Diablo High School
Address:	2455 Grant St. , Concord CA 94520-2252	Phone:	925-682-4030
Principal:	Beverly  Hansen	Grade Span:	9  - 12

This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of school accountability. The data presented in this report are reported for the 2007-08 school year, except the School Finances and School Completion data that are reported for the 2006-07 school year. For additional information about the school, parents and community members should review the entire SARC or contact the school principal or the district office.

About This School

We, the Mt. Diablo High School community, envision a school where students reveal their potential, develop a passion for life and learning, and experience the respect, safety, and freedom to discover self and to create their future.

WHAT WE VALUE

In an atmosphere of integrity, mutual respect, and trust, we value school excellence, professional and personal growth, and a passionate commitment to teaching and learning. We believe in high expectations for students and staff in which responsibility to self and others is prized. We value honest, open communication, cooperation, and flexibility as we attain our purpose and self-expressions. We hold creativity to be the cornerstone of our vision, which is the fostering of wholeness in our students and ourselves.

Student Enrollment

Group	Percent
African American	12.91  %
American Indian or Alaska Native	0.55  %
Asian	4.16  %
Filipino	7.2  %
Hispanic or Latino	50.69  %
Pacific Islander	2.83  %
White (not Hispanic)	21.5  %
Multiple or No Response	0.17  %
Socioeconomically Disadvantaged	61  %
English Learners	23  %
Students with Disabilities	13  %

Total Number of students

1805

Teachers

Indicator	Teachers
Teachers with full credential	67
Teachers without full credential	15
Teachers Teaching Outside Subject Area of Competence	7
Misassignments of Teachers of English Learners	2
Total Teacher Misassignments	3

School Facilities

Summary of Most Recent Site Inspection

Site inspection revealed that the site enjoyed a satisfactory level of facility repair. No significant facility concerns were identified.

Repairs Needed

Some minor lighting and plumbing problems were identified but have since been remedied.

Corrective Actions Taken or Planned

The site underwent a comprehensive HVAC retrofit in all classroom and administrative areas during the summer of 2008. A new quad/landscaped area was installed and the site is scheduled for a comprehensive retrofit of all locking hardware during the summer of 2009. Additionally, all buildings are scheduled for interior painting during the summer of 2009 and 2010.

Curriculum and Instructional Materials

Core Curriculum Areas	Pupils Who Lack Textbooks and Instructional Materials
Reading/Language Arts	0.0%
Mathematics	0.0%
Science	0.0%
History-Social Science	0.0%
Foreign Language	0.0%

School Finances

Level	Expenditures Per Pupil (Unrestricted Sources Only)
School Site	$3,825.60
District	$3,776.79
State	$5,300

Student Performance

Subject	Students Proficient and Above on California Standards Tests
English-Language Arts	29%
Mathematics	6%
Science	24%
History-Social Science	21%

Academic Progress

Indicator	Result
2008 Growth API Score (from 2008 Growth API Report)	631
Statewide Rank (from 2007 Base API Report)	2
2008-09 Program Improvement Status (PI Year)

School Completion

Indicator	Result
Graduation Rate	65.24%

Postsecondary Preparation

Measures	Percent of Graduates
Pupils Who Completed a Career Technical Education Program and Earned a High School Diploma	90.32%
Graduates Who Completed All Courses Required for University of California or California State University Admission	90% sequenced <1% articulated

2007-08 School Accountability Report Card Report (SARC)

The School Accountability Report Card (SARC), which is required by law to be published annually, contains information about the condition and performance of each California public school. More information about SARC requirements is available at the SARC Web site. For additional information about the school, parents and community members should contact the school principal or the district office.

I. Data and Access

DataQuest

DataQuest is an online data tool that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g. Academic Performance Index [API], Adequate Yearly Progress [AYP]), test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English learners.

Internet Access

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

II. About This School

Contact Information (School Year 2008-09)

This section provides the schools contact information.

School		District
School Name	Mt. Diablo High	District Name	Mt. Diablo Unified
Street	2455 Grant St.	Phone Number	925-682-8000
City, State, Zip	Concord  , CA 94520-2252	Web Site	www.mdusd.k12.ca.us
Phone Number	925-682-4030	Superintendent	Gary  McHenry
Principal	Bev  Hansen	E-mail Address	bergs@mdusd.k12.ca.us
E-mail Address	hansenb@mdusd.k12.ca.us	CDS Code	07-61754-0734566

School Description and Mission Statement (School Year 2007-08)

This section provides information about the school’s goals and programs.

We, the Mt. Diablo High School community, envision a school where students reveal their potential, develop a passion for life and learning, and experience the respect, safety, and freedom to discover themselves and to create their future.

WHAT WE VALUE

In an atmosphere of integrity, mutual respect, and trust, we value school excellence, professional and personal growth, and a passionate commitment to teaching and learning. We believe in high expectations for students and staff in which responsibility to self and others is prized. We value honest, open communication, cooperation, and flexibility as we attain our purpose and self-expressions. We hold creativity to be the cornerstone of our vision, which is the fostering of wholeness in our students and ourselves.

Opportunities for Parental Involvement (School Year 2007-08)

This section provides information about opportunities for parents to become involved with school activities.

The following organizations provide parents with an opportunity to participate in the school community:

*PTSA *School Site Council *CARES Afterschool Program

*English Learner Advisory Committee *Sports Boosters Club

*Band and Music Boosters Club *WASC Accreditation and Coordinated Compliance

*Academy Advisories *Participation in review committee work

Student Enrollment by Grade Level (School Year 2007-08)

This table displays the number of students enrolled in each grade level at the school.

Grade Level	Number of Students
Grade 9	682
Grade 10	429
Grade 11	366
Grade 12	328
Ungraded Secondary	0
Total Enrollment	1805

Student Enrollment by Group (School Year 2007-08)

This table displays the percent of students enrolled at the school who are identified as being in a particular group.

Group	Percent of Total Enrollment
African American	12.91  %
American Indian or Alaska Native	0.55  %
Asian	4.16  %
Filipino	7.2  %
Hispanic or Latino	50.69  %
Pacific Islander	2.83  %
White (not Hispanic)	21.5  %
Multiple or No Response	0.17  %
Socioeconomically Disadvantaged	61  %
English Learners	23  %
Students with Disabilities	13  %

Average Class Size and Class Size Distribution (Secondary)

This table displays by subject area the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).

Subject	2005-06				2006-07				2007-08
	Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms
		1-22	23-32	33+		1-22	23-32	33+		1-22	23-32	33+
English	18.7	58	25	2	18.3	73	30	1	22.6	43	40	3
Mathematics	20.3	44	16	11	16.9	85	19	10	25.9	20	24	15
Science	20.3	25	18		18.8	28	21		24.1	14	40	1
Social Science	25.0	10	24	3	23.1	15	29	4	27.9	5	29	5

III. School Climate

School Safety Plan (School Year 2007-08)

This section provides information about the school's comprehensive safety plan.

The Safety Plan addresses disaster procedures, routines, emergencies, all planned lock down, and evacuation procedures. The plan includes school and district student policies regarding student behavior, which could lead to suspension and expulsion. Student/Parent handbooks at both the school and district level communicate these expectations as well. The plan has the proper procedures to notify teachers and staff of dangerous students. The Safety Plan includes the sexual harassment policy, child abuse reporting procedures, the school dress code and rules and procedures regarding student discipline. Safe egress and ingress of pupils during emergencies and other safe strategies and programs are addressed.

Suspensions and Expulsions

This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period.

Rate	School			District
	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08
Suspensions	27.9	40.5	39.5	10.6	11.4	14.5
Expulsions	0.6	0.5	1.1	0.2	0.2	0.2

IV. School Facilities

Facility Conditions and Planned Improvements (School Year 2008-09)

This section provides information about the condition of the school’s grounds, buildings, and restrooms, and a description of any planned or recently completed facility improvements.

The District takes great efforts to ensure that all schools are clean, safe, and functional. To assist in this effort, the District uses a facility survey instrument developed by the State of California Office of Public School Construction. The results of this survey are available through the Maintenance and Operations Department.

District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given the highest priority.

Additionally, the District participates in the State School Deferred Maintenance Program, which provides State matching funds on a dollar-for-dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior or exterior painting, and floor systems.

School Facility Good Repair Status (School Year 2008-09)

This table displays the results of the most recently completed school site inspection to determine the school facility’s good repair status.

Item Inspected	Repair Status			Repair Needed and Action Taken or Planned
	Good	Fair	Poor
Gas Leaks	X
Mechanical Systems	X
Windows/Doors/Gates (interior and exterior)	X
Interior Surfaces (walls, floors, and ceilings)	X
Hazardous Materials (interior and exterior)	X
Structural Damage	X
Fire Safety	X
Electrical (interior and exterior)	X
Pest/Vermin Infestation	X
Drinking Fountains (inside and outside)	X
Restrooms	X
Sewer	X
Playground/School Grounds	X
Roofs	X
Overall Cleanliness	X

Overall Summary of School Facility Good Repair Status (School Year 2008-09)

This table displays the overall summary of the results of the most recently completed school site inspection.

Item Inspected	Facility Condition
	Exemplary	Good	Fair	Poor
Overall Summary	Good

V. Teachers

Teacher Credentials

This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found at the DataQuest Web site.

Teachers	School			District
	2005-06	2006-07	2007-08	2007-08
With Full Credential	56	63	67	1646
Without Full Credential	12	14	15	138
Teaching Outside Subject Area of Competence	17	12	7	N/A

Teacher Misassignments and Vacant Teacher Positions

This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Indicator	2006-07	2007-08	2008-09
Misassignments of Teachers of English Learners	0	0	2
Total Teacher Misassignments	7	1	3
Vacant Teacher Positions	29	2	0

Core Academic Classes Taught by No Child Left Behind Compliant Teachers (School Year 2006-07)

This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers at the school, at all schools in the district, at high-poverty schools in the district, and at low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at the NCLB Web site.

Location of Classes	Percent of Classes In Core Academic Subjects
	Taught by NCLB Compliant Teachers	Taught by Non-NCLB Compliant Teachers
This School	88.5	11.5
All Schools in District	92.5	7.5
High-Poverty Schools in District	83.6	16.4
Low-Poverty Schools in District	93.1	6.9

VI. Support Staff

Academic Counselors and Other Support Staff (School Year 2007-08)

This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Title	Number of FTE Assigned to School	Average Number of Students per Academic Counselor
Academic Counselor	1.0	1805
Library Media Teacher (Librarian)		N/A
Library Media Services Staff (paraprofessional)	1.0	N/A
Psychologist		N/A
Social Worker	1.0	N/A
Nurse		N/A
Speech/Language/Hearing Specialist	0.6	N/A
Resource Specialist (non-teaching)		N/A
Other		N/A

VII. Curriculum and Instructional Materials

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2008-09)

This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school, and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials.

Core Curriculum Area

Quality, Currency, and Availability of Textbooks and Instructional Materials

Percent of Pupils Who Lack Their Own Assigned Textbooks and Instructional Materials

Reading/Language Arts

		MDUSD Adopted 2002		# Students	# Books
9	English	Timeless Voices, Timeless Themes - Gold	Prentice Hall School Division	467	621
10	English	Timeless Voices, Timeless Themes - Platinum	Prentice Hall School Division	439	493
11	English	Timeless Voices, Timeless Themes - The American Experience	Prentice Hall School Division	339	506
12	English	Timeless Voices, Timeless Themes - The British Tradition	Prentice Hall School Division	293	407

0.0%

Mathematics

		MDUSD Adopted 2001		# Students	# Books
9 -- 12	Intro to Algebra	California ALGEBRA: Concepts and Applications	Glencoe/McGraw-Hill	82	325
9 -- 12	Algebra	Algebra 1	Prentice Hall School Division	477	815
9 -- 12	Geometry	Geometry	Prentice Hall School Division	482	551
9 -- 12	Advanced Algebra	Algebra 2	Prentice Hall School Division	269	428
9 -- 12	Senior Mathematics	Practical Mathematics: Consumer Applications	Holt, Rinehart & Winston	98	132
9 -- 12	Pre-Calculus	Advanced Mathematics: An Introductory Course	Houghton Mifflin/McDougall Littell	116	154
9 -- 12	Calculus AP	AP Calculus	Prentice Hall School Division	19	40

0.0%

Science

		MDUSD Adopted 2000	Publisher	# Students	# Books
9 -- 12	Biology I (D)	Biology	Pearson/Prentice Hall	606	609
9 -- 12	Biology AP (D)	Advanced Placement Biology	Pearson/Prentice Hall	49	55
9 -- 12	Chemistry I (D)	Chemistry: Matter and Change	Glenco Publishing Co	205	390
9 -- 12	Chemistry I Honors (D)	Chemistry(7th Ed.)	Houghton Mifflin	54	54
9 -- 12	Earth Science I	Earth Science	Pearson/Prentice Hall	279	394
9 -- 12	Environmental Science AP	Living in the Environment	Thomson Learning	28	81
9 -- 12	Healthy Living	Health	Pearson/Prentice Hall	135	162
9 -- 12	Physics (D)	Conceptual Physics	Pearson/Prentice Hall	52	115
9 -- 12	Physics Honors (D)	College Physics	Thomson Learning	24	43
9 -- 12	Physiology (D)	Essentials of Human Anatomy and Physiology	Pearson/Prentice Hall	26	54

0.0%

History-Social Science

		MDUSD Adopted 2005		# Students	# Books
9 -- 12	World History	World History: The Modern World	Prentice Hall School Division	465	435
9 -- 12	U.S. History	The Americans: Reconstruction Through the 20th Century	McDougal Littell	343	315
9 -- 12	AP U.S. History	The American Pageant	McDougal Littell	31	39
9 -- 12	Economics	Principles in Practice	Prentice Hall School Division	194	374
9 -- 12	U.S. Government	Magruder's American Government	Prentice Hall School Division	104	362
9 -- 12	AP U.S. Government	American Government: Institutions and Policies, 8th Ed.	McDougal Littell	28	44
9 -- 12	Geography	World Geography	McDougal Littell	30	35

0.0%

Books ordered 9/8/08 PO 50970 BOOKS RECVD 10/13/08

Books ordered 9/8/08 PO 50969 BOOKS RECVD 10/13/08

Foreign Language

		MDUSD Adopted 2003		# Students	# Books
9 -- 12	Spanish I	Realidades – Level 1	Prentice Hall School Division	246	376
9 -- 12	Spanish II	Realidades – Level 2	Prentice Hall School Division	224	336
9 -- 12	Spanish III	Realidades – Level 3	Prentice Hall School Division	159	160
9 -- 12	Spanish IV	Ven conmigo!, Nuevas Vistas, Level 1	Holt, Rinehart & Winston	41	44
9 -- 12	Spanish V	Ven conmigo!, Nuevas Vistas, Level 2	Holt, Rinehart & Winston	17	23
9 -- 12	French I	Discovering French, Bleu	McDougall Littell	102	120
9 -- 12	French II	Discovering French, Blanc	McDougall Littell	37	124
9 -- 12	French III	Discovering French, Rouge	McDougall Littell	15	55

0.0%

VIII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2006-07)

This table displays a comparison of the school’s per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding school expenditures can be found at the Current Expense of Education Web page and teacher salaries can be found on the Certificated Salaries and Benefites Web page.

Level	Total Expenditures Per Pupil	Expenditures Per Pupil (Supplemental)	Expenditures Per Pupil (Basic)	Average Teacher Salary
School Site	$5,236.34	$1,310.74	$3,825.60	$64,977.82
District	N/A	N/A	$3,776.79	$60400
Percent Difference – School Site and District	N/A	N/A	1.29%	7.05%
State	N/A	N/A	$5300	$65008
Percent Difference – School Site and State	N/A	N/A	-22.61%	-0.05%

Types of Services Funded (Fiscal Year 2007-08)

This section provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sources.

Types of services funded include Gifted and Talented Education, special education, English Language Learners, reading and math interventions, 10^th grade counseling, library services, ELD services, Diablo Community Center Counseling Services, Mental Health Collaborative, and Drug, Alcohol, and Tobacco prevention programs.

Teacher and Administrative Salaries (Fiscal Year 2006-07)

This table displays district-level salary information for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found on the Certificated Salaries and Benefits Web page.

Category	District Amount	State Average For Districts In Same Category
Beginning Teacher Salary	$44650	$40721
Mid-Range Teacher Salary	$61647	$65190
Highest Teacher Salary	$79944	$84151
Average Principal Salary (Elementary)	$90589	$104476
Average Principal Salary (Middle)	$93671	$108527
Average Principal Salary (High)	$104367	$119210
Superintendent Salary	$184086	$210769
Percent of Budget for Teacher Salaries	40.6 %	39.9 %
Percent of Budget for Administrative Salaries	5.1 %	5.5 %

IX. Student Performance

California Standards Tests

The California Standards Tests (CSTs) show how well students are doing in relation to the state content standards. The CSTs include English-language arts (ELA) and mathematics in grades 2 through 11; science in grades 5, 8, and 9 through 11; and history-social science in grades 8, and 10 through 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and performance level, including the percent of students not tested, can be found on the Standardized Testing and Reporting (STAR) Results Web page.

CST Results for All Students - Three-Year Comparison

This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).

Subject	School			District			State
	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08
English-Language Arts	30	28	29	50	50	51	42	43	46
Mathematics	9	5	6	46	44	45	40	40	43
Science	18	23	24	39	42	51	35	38	46
History-Social Science	17	17	21	37	36	40	33	33	36

Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

CST Results by Student Group – Most Recent Year

This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

Group	Percent of Students Scoring at Proficient or Advanced
	English-Language Arts	Mathematics	Science	History-Social Science
African American	23	2	23	15
American Indian or Alaska Native	*	*	*	*
Asian	46	14	44	59
Filipino	45	12	46	35
Hispanic or Latino	22	3	15	13
Pacific Islander	22	6	*	10
White (not Hispanic)	41	8	34	31
Male	27	6	28	26
Female	31	4	22	17
Economically Disadvantaged	23	5	18
English Learners	3	2	3	3
Students with Disabilities	6	2	5
Students Receiving Migrant Education Services

Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

California High School Exit Examination

The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade 10 results of this exam are also used to establish the percentages of students at three proficiency levels (not proficient, proficient, or advanced) in ELA and mathematics in order to compute Adequate Yearly Progress (AYP) designations as required by the federal NCLB Act of 2001. Detailed information regarding CAHSEE results can be found at the CAHSEE Web site.

CAHSEE Results by Performance Level for All Students – Three-Year Comparison

This table displays the percent of students achieving at the Proficient or Advanced level in English-Language Arts and mathematics.

Subject	School			District			State
	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08
English	34.9	32.6	41.9	61.2	55.9	60.5	51.1	48.6	52.9
Mathematics	29.6	39.3	34.0	60.8	58.6	58.0	46.8	49.9	51.3

Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

CAHSEE Results by Performance Level for Student Groups – Most Recent Year

This table displays the percent of students, by group, achieving at each performance level in English language-arts and mathematics for the most recent testing period.

Group	English			Mathematics
	Not Proficient	Proficient	Advanced	Not Proficient	Proficient	Advanced
All Students	58.1	36.7	5.2	66.0	28.5	5.5
Male	54.5	42.4	3.0	62.2	30.5	7.3
Female	61.3	31.5	7.2	69.4	26.8	3.8
African American	60.0	40.0	0.0	68.9	28.9	2.2
American Indian or Alaska Native	*	*	*	*	*	*
Asian	43.8	37.5	18.8	18.8	56.2	25.0
Filipino	38.9	50.0	11.1	40.0	45.7	14.3
Hispanic or Latino	69.2	27.8	3.0	77.1	20.6	2.4
Pacific Islander	*	*	*	*	*	*
White (not Hispanic)	41.2	51.5	7.4	56.5	36.2	7.2
English Learners	76.6	21.8	1.6	77.4	21.0	1.6
Socioeconomically Disadvantaged	67.5	29.5	3.0	71.5	25.1	3.4
Students Receiving Migrant Education Services	*	*	*	*	*	*
Students with Disabilities	95.2	4.8	0.0	95.1	4.9	0.0

Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

California Physical Fitness Test Results (School Year 2007-08)

The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percent of students meeting the healthy fitness zone on all six fitness standards for the most recent testing period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found on the Physical Fitness Testing Web page.

Grade Level	Percent of Students Meeting Healthy Fitness Zones
5	*
7	*
9	37.2

Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

X. Accountability

Academic Performance Index

The Academic Performance Index (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 target of 800. Detailed information about the API can be found at the API Web page.

API Ranks – Three-Year Comparison

This table displays the school’s statewide and similar schools API ranks. These ranks are published when the Base API is released each March. 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 comparable to the lowest performing 10 schools of the 100 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools.

API Rank	2005	2006	2007
Statewide	1	2	2
Similar Schools	1	3	5

"N/A"	means a number is not applicable or not available due to missing data.
"*"	means this API is calculated for a small school, defined as having between 11 and 99 valid Standardized Testing and Reporting (STAR) Program test scores included in the API. The API is asterisked if the school was small either in 2007 or 2008. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted.
"A"	means the school or subgroups scored at or above the statewide performance target of 800 in 2008.
"B"	0734566
"C"	means the school had significant demographic changes and will not have any growth or target information.
"D"	means this is either an LEA, an Alternative Schools Accountability Model (ASAM) school, or a special education school. Target information is not applicable to LEAs, ASAM schools, or special education schools.
"E"	indicates this school was an ASAM school in the 2007 Base API Report and has no target information even though the school is no longer an ASAM school.

API Changes by Student Group – Three-Year Comparison

This table displays by student group the actual API changes in points added or lost for the past three years, and the most recent API score. Note: "N/A" means that the student group is not numerically significant.

Group	Actual API Change			Growth API Score
	2005-06	2006-07	2007-08	2008
All Students at the School	42	-18	18	631
African American	61	-40	36	586
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino	50	-22	21	594
Pacific Islander
White (not Hispanic)	46	-15	18	681
Socioeconomically Disadvantaged	61	-30	24	603
English Learners	83	-36	8	563
Students with Disabilities	28	-7	65	492

"N/A"	means a number is not applicable or not available due to missing data.
"*"	means this API is calculated for a small school, defined as having between 11 and 99 valid Standardized Testing and Reporting (STAR) Program test scores included in the API. The API is asterisked if the school was small either in 2007 or 2008. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted.
"A"	means the school or subgroups scored at or above the statewide performance target of 800 in 2008.
"B"	means the school did not have a valid 2007 Base API and will not have any growth or target information.
"C"	means the school had significant demographic changes and will not have any growth or target information.
"D"	means this is either an LEA, an Alternative Schools Accountability Model (ASAM) school, or a special education school. Target information is not applicable to LEAs, ASAM schools, or special education schools.
"E"	indicates this school was an ASAM school in the 2007 Base API Report and has no target information even though the school is no longer an ASAM school.

Adequate Yearly Progress

The federal NCLB act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:

Participation rate on the state's standards-based assessments in English-language arts (ELA) and mathematics

Percent proficient on the state's standards-based assessments in ELA and mathematics

API as an additional indicator

Graduation rate (for secondary schools)

Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the AYP Web page.

AYP Overall and by Criteria (School Year 2007-08)

This table displays an indication of whether the school and the district made AYP overall and whether the school and the district met each of the AYP criteria.

AYP Criteria	School	District
Overall	No	No
Participation Rate - English-Language Arts	No	Yes
Participation Rate - Mathematics	Yes	Yes
Percent Proficient - English-Language Arts	No	No
Percent Proficient - Mathematics	No	No
API	Yes	Yes
Graduation Rate	No	Yes

Federal Intervention Program (School Year 2008-09)

Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Detailed information about PI identification can be found at the AYP Web page.

Indicator	School	District
Program Improvement Status		Not In PI
First Year of Program Improvement
Year in Program Improvement
Number of Schools Currently in Program Improvement	N/A	10
Percent of Schools Currently in Program Improvement	N/A	18.2

XI. School Completion and Postsecondary Preparation

Admission Requirements for California Public Universities

University of California

Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state's high school graduates, as well as those transfer students who have successfully completed specified college work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work. For general admissions requirements please visit the University of California Web site.

California State University

Admission requirements for the California State University (CSU) use three factors to determine eligibility. They are specific high school courses; grades in specified courses and test scores; and graduation from high school. Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses utilize local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For general admissions requirements please visit the California State University Web site.

Dropout Rate and Graduation Rate

This table displays the school’s one-year dropout rates and graduation rates for the most recent three-year period for which data is available. For comparison purposes, data are also provided at the district and state levels. Detailed information about dropout rates and graduation rates can be found on the DataQuest Web site.

Indicator	School			District			State
	2004-05	2005-06	2006-07	2004-05	2005-06	2006-07	2004-05	2005-06	2006-07
Dropout Rate (1-year)	4.4	6.8	8.9	3.2	3.5	6.0	3.1	3.5	4.4
Graduation Rate	75.5	74.0	72.3	86.1	86.3	85.8	85.0	83.0	79.5

Completion of High School Graduation Requirements

Students in California public schools must pass both the English-language arts and mathematics portions of the California High School Exit Examination (CAHSEE) to receive a high school diploma. For students who began the 2007-08 school year in the 12th grade, as evidenced by that school year’s October CBEDS enrollment, this table displays by student group the percent who met all state and local graduation requirements for grade 12 completion, including having passed both portions of the CAHSEE or received a local waiver or state exemption. Detailed information about the CAHSEE can be found at the CAHSEE Web page. Note: "N/A" means that the student group is not numerically significant.

Group	Graduating Class of 2008
	School	District	State
All Students	65.24%	79.46%	N/A
African American	72.09%	70.90%	N/A
American Indian or Alaska Native	N/A	78.57%	N/A
Asian	89.47%	85.23%	N/A
Filipino	65.22%	77.95%	N/A
Hispanic or Latino	64.34%	69.61%	N/A
Pacific Islander	N/A	55.17%	N/A
White (not Hispanic)	60.87%	85.15%	N/A
Socioeconomically Disadvantaged	55.14%	17.43%	N/A
English Learners	40.65%	15.16%	N/A
Students with Disabilities	9.35%	6.87%	N/A

Career Technical Education Programs (School Year 2007-08)

This section provides information about the degree to which pupils are prepared to enter the workforce, including a list of career technical education (CTE) programs offered at the school.

Auto Technology (ROP), Automotive l, Construction Tech (ROP), Advanced Woodworking, Woodworking l, Clothing l, Restaurant Occupations (ROP), Foods l & ll, Business Math, Computer Programming (ROP), Advanced Tourism & Travel, Biotechnology (ROP), Introduction to Fashion Design, Photography l & ll, Art Design A, Commercial Baking (ROP), Multimedia l, ll, lll, Digital Virtual Enterprise, Computer Info Literacy.

Career Technical Education Participation (School Year 2007-08)

This table displays information about participation in the school’s CTE programs.

Measure	CTE Program Participation
Number of the school’s pupils participating in CTE	921
Percent of the school's pupils completing a CTE program and earning a high school diploma	90.32%
Percent of school's CTE courses sequenced or articulated between the school and institutions of postsecondary education	90% sequenced <1% articulated

Courses for University of California and/or California State University Admission (School Year 2007-08)

This table displays, for the most recent year, two measures related to the school’s courses that are required for University of California (UC) and/or California State University (CSU) admission. Detailed information about student enrollment, in and completion of, courses required for UC/CSU admission can be found at the DataQuest Web site.

UC/CSU Course Measure	Percent
Students Enrolled in Courses Required for UC/CSU Admission	62.6
Graduates Who Completed All Courses Required for UC/CSU Admission	44.2

Advanced Placement Courses (School Year 2007-08)

This table displays, for the most recent year, the number of Advanced Placement (AP) courses that the school offered by subject and the percent of the school’s students enrolled in all AP courses. Detailed information about student enrollment in AP courses can be found at the DataQuest Web site.

Subject	Number of AP Courses Offered	Percent of Students In AP Courses
Computer Science		N/A
English	1	N/A
Fine and Performing Arts		N/A
Foreign Language	1	N/A
Mathematics	1	N/A
Science	2	N/A
Social Science	2	N/A
All courses	7	2.1

XII. Instructional Planning and Scheduling

Professional Development

This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period.

Professional development opportunities at Mt. Diablo are tailored to support the school improvement goals. Two buy back days, two minimum days per year and adjusted Wednesdays each month are set aside to train staff on best practices for meeting the identified needs of our students. QEIA funds support these activities and provide for teachers to attend conferences and workshops throughout the year. Additional focus is on English language learners, Special Education and teacher collaboration. The district coordinates a varied staff development programs for teachers and administrators based on assessed needs and state mandates.