Herbert Hoover
High
5550 N. First
Fresno, CA 93710
106
Phone: 451-4000 Fax: 451-4072
Located: Between First & Barstow
Welcome to the
School Accountability Policy Report (SAPR)
2013-14 School Year (2012-13 Annual Data)
The purpose of the School Accountability Policy Report is to report school performance data to parents, students,
and the community. The Fresno Unified School District fosters a culture of continuous improvement to build and
sustain high-performing schools by focusing all work on the total student performance. The district’s School
Accountability policy is based on the Board of Education’s Core Beliefs and Commitments, Theory of Action, and Data
Dashboard. The goal of this policy is to identify the appropriate performance measurements to ensure that schools
are focused on the right actions at the right time to boost achievement of its students. The SAPR reports various
performance measurements to help all stakeholders understand the overall school performance.
It is important to note with the recent approval of the CORE Waiver and the launching of the School Quality
Improvement Index, this report will change for the 2014-2015 school year. In many respects, the SAPR incorporates
many of the elements of the CORE waiver (e.g., academic, social emotional, climate, subgroup measures). Thus, the
overall content of the report will remain relatively consistent but the measures will be revised to ensure a tight
linkage with the School Quality Improvement framework.
Uses of School Accountability Report
• Communication tool for site leadership
o Use report as a reflection tool as the staff prepares the annual site plan. This is a way to engage
and enlist staff members in preparing the SPSA. The team can review the multi-year trend to
• Strengths
• Opportunities for improvement
• Trend analysis
• Target benchmarks
• Focus areas for site support
• Build consensus on key site initiatives and how to measure their impact
o Use the report as a data sharing tool with the site council, parent/family organization and other
communities members:
• Incorporate as formal document during site council meetings
• Use during back to school open house
• Share with community partners
o General education tool:
• Highlight site trends
• Engage conversation about site needs
• Celebrate positive site trends
• Provides a framework for discussing multi-measures for performance
---- Unless otherwise noted, the red lines on charts indicate FUSD District targets. ---For More Information Contact the District and School Accountability & Improvement Office at 457-3816
Version 5.0
5550 N. First
Fresno, CA 93710
Herbert Hoover
High
106
Phone: 451-4000 Fax: 451-4072
Located: Between First & Barstow
Introductory Statement
The FUSD School Accountability policy is based on the Board’s Core Beliefs and Commitments, Theory of Action and Data
Dashboard. This supports the desired culture of continuous improvement in Fresno Unified. The intent of this policy is to
build and sustain high performing schools by focusing all work on the total student experience. The goal of the school
accountability policy is to identify the appropriate performance measurements to ensure that the district is focused on the
right actions at the right time. The purpose of the performance measures is to make school performance easily
understandable to all stakeholders.
Student Demographics
African American
Asian
Hispanic
Other
White
20%
1776 Students at CBEDS 2012
CELDT Distribution
14%
12%
51%
0
1
2
3
Special Education
1%
4%
4%
1%
1%
4
Resource Specialist
Program: 96 - 5.4%
5
ELD 1: 15 (0.84%)
ELD 4: 63 (3.55%)
ELD 2: 22 (1.24%)
ELD 5: 10 (0.56%)
ELD 3: 64 (3.60%)
Not EL: 1602 (90.20%)
Special Day Class: 121 - 6.8%
Disabled: 10 - 0.6%
89%
Total 227 - 12.8%
Academic Achievement
10 0
%
80
2010
60
2011
40
20
12 .7
11.7
14 .4
12 .1
2012
2013
0
M Percentage of Students in Grades E
A
L
9-11 Obtaining Proficiency
T (Proficient / Advanced Status) on A
H California Standards Tests (CSTs)
80
%
10 0
The Academic Performance Index (API) summarizes STAR tests results as a
single three-digit number. The goal is for every school in the state to reach
and maintain a level of at least 800 API Points. Schools that are under 800
points are expected to progress toward 800 at the rate of 5% each year.
3 9 .3
3 9 .6
2011
2012
20
2013
0
1000
900
800
700
600
500
400
300
80%
This graph shows the percentage of English Learners (ELs) who meet annual CA
goals (red lines) on the California English Language Development Test (CELDT).
There are three ways for ELs to meet the annual CA growth target: Advancing 1
performance level, achieving the proficient level, or staying at proficient level.
60%
The graph shows the percentage of English Learners (ELs) who reached English
language proficiency among those who reasonably expected to do so. Includes
students who were Intermediate, Early Advanced and Advanced in the prior
year and other students based on year of first US school enrollment. Red lines
represent CA State Targets for AMAO2.
3 7 .9
ELA = 44.4%
ELA 2013 Target
Percentage of English Learners Making Progress on the CELDT
Percentage of English Learners Reaching Proficiency on CELDT*
3 6 .3
40
Math 2013MATH
Target = 19.4%
Schoolwide Academic Performance Index (API)
2010
60
667
686
712
703
(1278)
(1273)
(1152)
(1123)
2010
2011
2012
2013
56 .1%
51.6 %
53 .1%
54 .6 %
42%
45%
44%
51%
2009
2010
2011
2012
(172)
(183)
(208)
(216)
40%
20%
60%
Less Than 5 Years
40%
20%
5+ Years in ELD
4 3 .2 %
4 5.1%
35%
41%
18 .7%
2 0 .1%
16%
9%
2011
2012
2011
2012
(43)
(45)
(181)
(129)
0%
---- Unless otherwise noted, the red lines on charts indicate FUSD District targets. ---For More Information Contact the District and School Accountability & Improvement Office at 457-3816
Version 5.0
A
M
A
O
1
A
M
A
O
2
Herbert Hoover
High
5550 N. First
Fresno, CA 93710
106
Phone: 451-4000 Fax: 451-4072
Located: Between First & Barstow
Student Grades by Academic Year
2012-2013
N=1831
48%
21%
30%
This shows the percentage of students who earned at least one F (red area), at
least one D but no Fs (pink area), or nothing but As, Bs, and Cs (green area). All
courses are considered by semester. Once a student earns an F for a semester
grade they will remain in the F category. Each student is counted only once.
Data on the right may not be available for certain schools or years.
2011-2012
N=1874
50%
19%
30%
2010-2011
N=2063
55%
10th Grade Students Passing CAHSEE on 1st Attempt
This shows the number of 10th Grade students who took the California High
School Exit Exam (CAHSEE) and either did not pass (orange) or did pass
(green) for each subject area: English Language Arts (ELA) and Math.
Students need to pass both parts of the CAHSEE to graduate.
20%
25%
2012-13 Ds & Fs Target=
77%
82%
102
87
334
384
83%
76%
60
303
2011 2012 2013
Mathematics
82%
105
85
336
386
81%
69
299
2011 2012 2013
English Language Arts
Progress Toward Graduation/Career Readiness
Graduation Rates
This graph shows the 4-year cohort graduation rates for this school. The new
cohort dropout rate is calculated for students who earned their diplomas within a
specific four-year period of time. Due to the processing involved by the California
Department of Education, official graduation rates always lag one year behind
other data.
Students Enrolled In Advanced Placement Courses
This graph shows the percentage of students who enrolled in an AP course (green
line) at any point in the year. The percentage of those students who completed the
AP sequence in that subject area and would be ready to take an AP test is also
shown (blue line).
Percentage of Graduates who Completed UC/CSU Requirements
This graph shows the percentage of graduates who completed the necessary
courses for entrance into a University of California (UC) or California State
University (CSU) college for higher education. Each letter of the a-g requirement
defines a subject area and number of courses that applicants need to complete
during their High School education.
100
80
80.8
78.2
60
40
20
0
(427)
100%
80%
(411)
1032911
2010-11
2011-12
90%
92%
89%
95%
22%
23%
25%
28%
2009-10
2010-11
2011-12
2012-13
27%
33%
30%
37%
60%
40%
20%
0%
100%
80%
60%
40%
20%
0%
(371)
(375)
(338)
(329)
2009
2010
2011
2012
---- Unless otherwise noted, the red lines on charts indicate FUSD District targets. ---For More Information Contact the District and School Accountability & Improvement Office at 457-3816
Version 5.0
Herbert Hoover
High
5550 N. First
Fresno, CA 93710
106
Phone: 451-4000 Fax: 451-4072
Located: Between First & Barstow
Engagement
Percentage of Students Not Chronically Absent
100
The percentage of students attending school at least 90% of the days they
enrolled. For a full time student this would be at least 162 of 180 days.
Students attending less than 90% are considered chronically absent. To
prevent duplication, the last school a student attended was used.
Attendance is based on the Average Daily Attendance (ADA) definition.
90
80
84.2
81.0
79.1
79.3
(2179)
(2082)
(2101)
(1883)
2009-10
2010-11
2011-12
2012-13
70
60
2012-13 Chronically Absent Target=15.9
School Climate Student Survey
Most/All of the Time
Year
I feel like I am part of this 2012-2013
school.
n
(1290)
580
45.0%
2011-2012 (1346)
538
40.0%
2010-2011 (1478)
619
41.9%
Most/All of the Time
At my school there is a 2012-2013
teacher or other adult who
really cares about me. 2011-2012
(1309)
740
56.5%
(1349)
733
54.3%
2010-2011 (1486)
851
57.3%
Service to Stakeholders
Family/Parent Survey
Year
When I have a concern 2012-2013
I know whom to contact.
n
Agree/Strongly Agree
(304)
231
77.0%
2011-2012 (411)
313
76.5%
206
68.9%
(302)
193
63.9%
2011-2012 (408)
262
64.2%
2010-2011 (300)
My complaints are dealt with 2012-2013
fairly and openly at this school.
2010-2011
(300)
167
55.7%
---- Unless otherwise noted, the red lines on charts indicate FUSD District targets. ---For More Information Contact the District and School Accountability & Improvement Office at 457-3816
Version 5.0
Herbert Hoover
High
5550 N. First
Fresno, CA 93710
106
Phone: 451-4000 Fax: 451-4072
Located: Between First & Barstow
Overall School Environment
Suspension Rate-Incidents per 100 Students (IPHS)
20
The number of suspensions per 100 students is a way of accounting for
differences in enrollment when comparing schools suspensions. The rate is
calculated by taking the number of suspensions and dividing by enrollment, then
multiplying by 100. Each suspension is counted, so a student with multiple
suspensions will count multiple times. In 2012-13, schools set their own targets
based on prior year data.
Family/Parent Survey
Year
This school provides a 2012-2013
safe and secure environment
for students to learn. 2011-2012
18
17
19.1
16.4
18.4
16.6
2009-10
2010-11
2011-12
2012-13
16
15
2012-13 IPHS Target=8.4
Agree/Strongly Agree
n
254
(303)
83.8%
(408)
313
76.7%
2010-2011 (298)
227
76.2%
(302)
239
79.1%
(408)
315
77.2%
I feel respected 2012-2013
and welcomed at
my child's school. 2011-2012
204
2010-2011 (294)
Staff Survey
19
Year
A schoolwide behavior 2012-2013
system is in place.
n
69.4%
Frequently/Very Frequently
(33)
28
84.8%
2011-2012 (44)
38
86.4%
2010-2011 (47)
Students follow classroom 2012-2013
rules on a consistent basis.
(33)
18
38.3%
36.4% 21
63.6%
36
2011-2012 (40) 10.0%
2010-2011 (46) 39.1% 28
Rules and expectations 2012-2013
are clearly defined.
40
2011-2012 (44)
2010-2011 (47)
60.9%
28
(34)
30
90.0%
82.4%
90.9%
63.8%
---- Unless otherwise noted, the red lines on charts indicate FUSD District targets. ---For More Information Contact the District and School Accountability & Improvement Office at 457-3816
Version 5.0