Cutten School Accountability Report Card

Cutten School
2011-12 School Accountability Report Card — Published During the 2012-13 School Year
4182 Walnut Drive Eureka, CA 95503
Phone: (707) 441-3900
Fax: (707) 441-3906
GRADES 3-6
www.humboldt.k12.ca.us/cuen_sd/cuen.php
Principal’s Message
Welcome to Cuen School! This report provides stascal informaon about our students, staff,
resources, programs, and achievements. To gain a broader view of the Cuen School educaonal
program, culture, and tradions please feel free to call us or to visit us at any me. Our doors are
always open, and we’re eager to share informaon and answers to your quesons.
Cuen School District is an elementary school district with students at two sites. Ridgewood School
serves students in kindergarten through second grades and Cuen School serves students in third
through sixth grades. The total enrollment in grades K-6 is 563 students.
The District has provided excellence and stability in educang children for 122 years. Ridgewood
and Cuen Schools were chosen as State Disnguished Schools in 1987, 1997, 2006 and in 2012.
The two schools are joined by a common vision, a deep-seated commitment to the development
of the whole child, and extremely strong parent support as shown by our award-winning PTA, the
Cuen Ridgewood Student Foundaon, and the high number of parent volunteers found in the
classrooms. As a result, the Cuen School District is considered one of the most desired school
districts on the North Coast.
Mission Statement
Ridgewood and Cuen Schools, in partnership with our community, ensure that each student is empowered
with the knowledge and skills necessary to meet the challenges in an increasingly complex,
compeve world.
We provide our students:
• An opportunity to reach full academic potenal;
• An appreciaon of the arts and humanies;
• An opportunity to learn about themselves and the world around them;
• An opportunity to grow as responsible cizens of our community and our country;
• A respect for the rights of the individual in a democrac society; and,
• A sense of their own unique value.
Cutten School District
Julie Osborne,
Superintendent/Principal
4182 Walnut Drive
Eureka, CA 95503
Phone: (707) 441-3900
Fax: (707) 441-3906
www.humboldt.k12.ca.us/
cuen_sd
School Accountability
Report Card
In accordance with State
and federal requirements, the
School Accountability Report
Card (SARC) is put forth annually
by all public schools as a tool for
parents and interested pares to
stay informed of the school’s
progress, test scores and
achievements.
CDS Code: 12627456007736
Parental Involvement
If you would like to become involved in PTA, the Cuen Ridgewood Student Foundaon, or as a
classroom volunteer, we welcome you! Parent parcipaon in all aspects of the school program
is a strength of our district. In addion, leadership opportunies for parents are available through
our School Site Council, our award-winning Parent Teachers Associaon, and the Cuen Ridgewood
Student Foundaon. We are also always open to parent and community comments and suggesons.
Please feel free to contact Julie Osborne, Superintendent/Principal, at (707) 441-3900 for more
informaon.
Professional Development
The teaching staff acvely parcipates in professional development classes and professional organizaons.
Workshops are aended aer school, on Saturdays, during the summer, and through
release me during the school day. Students do not miss school due to staff development; 180
days of instrucon are provided. In addion, significant porons of our minimum day Wednesday
meengs are dedicated to professional improvement. Prior to the start of the school year, two days
each year are dedicated to staff and professional development. For the 2012-2013 school year, the
professional development focus is on fostering and supporng staff collegiality and collaboraon
with the over-arching goal to increase student engagement.
“The District has provided excellence
and stability in educating children for 122 years.”
“We’re Building a Beer World…
One Student at a Time!”
Governing Board 2012-13
Timothy Gallagher
President
Karen Suiker
Clerk
Doug Lanning
Trustee
Dennis Reinholtsen
Trustee
Wendy Wright
Trustee

Cutten School • 2011-12 SARC
Class Size
Class Size Distribution — Average Class Size
Three-Year Data Comparison
09-10 10-11 11-12
28
26 27 27 28 28 28
25 26
27
22 22
23
26
Class Size
2
The bar graph displays the three-year
data for average class size and the table
displays the three-year data for the
number of classrooms by size.
3 4 5 6 3-4 Combo 5-6 Combo
Class Size Distribution — Number of Classrooms by Size
Three-Year Data Comparison
09-10 10-11 11-12
Grade 1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+
2011-12 12 SARC
3 3 3 3
4 2 3 3
5 3 2 2
6 3 3 2
3-4 (Combo) 1
5-6 (Combo) 1
Enrollment and Demographics
The total enrollment at the school was 299 students for the 2011-12 school year.*
Demographics
White
65%
Black or African
American
1%
Asian
3%
2011-12 School Year
Two or More
Races No Response
13% 1% Hispanic or
Latino
12%
American Indian
or Alaska Native
4%
Native Hawaiian
or Pacific
Islander
Filipino

Cutten School • 2011-12 SARC
3
School Facility Items Inspected
The tables show the results of the school’s most recent inspecon using the Facility Inspecon Tool
(FIT) or equivalent school form. The following is a list of items inspected.
• Systems: Gas Systems and Pipes, Sewer,
Mechanical Systems (heang, venlaon,
and air condioning)
• Interior: Interior Surfaces (floors,
ceilings, walls, and window casings)
• Cleanliness: Pest/Vermin Control, Overall
Cleanliness (school grounds, buildings,
rooms, and common areas)
• Electrical: Electrical Systems
(interior and exterior)
• Restrooms/Fountains: Restrooms,
Sinks/Drinking Fountains (interior
and exterior)
• Safety: Fire Safety Equipment,
Emergency Systems, Hazardous
Materials (interior and exterior)
• Structural: Structural Condion,
Roofs
• External: Windows/Doors/Gates/Fences,
Playgrounds/School Grounds
School Facility Good Repair Status
This inspecon determines the school facility’s good repair status using rangs of good condion,
fair condion, or poor condion. The overall summary of facility condions uses rangs of exemplary,
good, fair, or poor condion.
School Facility Good Repair Status
2012-13 School Year
Items Inspected Repair Status Items Inspected Repair Status
Systems Good Restrooms/Fountains Good
Interior Good Safety Good
Cleanliness Good Structural Good
Electrical Good External Good
Public Internet Access
Internet access is available at public
libraries and other locaons that are
publicly accessible (i.e., the California
State Library). Access to the Internet
at libraries and public locaons is
generally provided on a first-come,
first-served basis. Other use restricons
include the hours of operaon, the
length of me that a workstaon may
be used (depending on availability),
the types of soware programs available
at a workstaon, and the ability
to print documents.
Overall Summary of Facility Condions
Good
Date of the Most Recent School Site Inspecon 12/17/2012
Date of the Most Recent Compleon of the Inspecon Form 12/17/2012
Deficiencies and Repairs
The table lists the repairs required for all deficiencies found during the school site inspecon. Regardless
of each item’s repair status, all deficiencies are listed.
Deficiencies and Repairs
Items Inspected
2012-13 School Year
Deficiencies, Acon Taken or Planned, and Date of Acon
2011-12 12 SARC
Systems Single classroom heater replaced 11/2012.
School Facilities
Cuen School provides a safe, clean, tobacco-free educaonal environment for students. One maintenance
employee and two custodians ensure the good condion and cleanliness of our buildings,
restrooms, and grounds. All classrooms and support services rooms are equipped with a telephone,
an intercom system, and access to the Internet. A security system is present to protect every room.
Visitors are welcomed at Cuen School and sign in at the school office. Due to the close-knit nature
of our school, unfamiliar visitors on campus are very rare and are immediately greeted by school
personnel.
Cuen Elementary School was built in 1951. The school has eleven regular classrooms, a library, a
computer lab, a mulpurpose room, a student support resource room, a tutoring center, a music
room, and an aer-school program room. One relocatable classroom was purchased during the
2005-06 school year to meet the needs of increased student enrollment.
Connued on sidebar
School Facilities
Connued from boom le
Another relocatable was added in 2007
to house the speech/language and tutoring
programs. Facilies also include
two baseball fields, a mul-dimensional
playground structure, three wall ball
courts, and a large athlec field.
Our Internet wiring infrastructure at
Cuen was recently replaced and our
electrical capacity was increased using
Deferred Maintenance Funding. Addional
computer “drops” were also
added in all classrooms, allowing more
convenient teacher/student access to
the Internet.

Cutten School • 2011-12 SARC
4
Textbooks and Instructional Materials
The Cuen Elementary School District connually reviews and updates its textbooks and instruc-
onal materials in order to ensure that they:
1. Are available in sufficient numbers;
2. Are consistent with the content and cycles of the State Curriculum Frameworks;
3. Have been adopted by the State Board of Educaon; and,
4. Are the best possible tools for supporng the curriculum.
Teachers and administrators are all involved in the selecon process. Decisions are also reviewed by
our School Site Council. The most recent public hearing held to adopt a resoluon on the sufficiency
of instruconal materials was September 10, 2012.
Textbooks and Instructional Materials List
2012-13 School Year
Subject Textbook Adopted
English-Language Arts Houghton Mifflin 2002
English-Language Arts Write Source 1999
Mathemacs Sco Foresman 2008
Science Full Opon Science System (FOSS) (3-5) 2007
Science Sco Foresman (6) 2007
History-Social Science Sco Foresman (3-5) 2006
History-Social Science Teachers’ Curriculum Instute (6) 2006
Availability of Textbooks and Instructional Materials
The following lists the percentage of pupils who lack their own assigned textbooks and instruconal
materials.
Percentage of Students Lacking Materials by Subject
Subject
2012-13 School Year
Cuen School
Percent Lacking
Reading/Language Arts 0%
Mathemacs 0%
Science 0%
Quality of Textbooks
The following table outlines the criteria
required for choosing textbooks and
instruconal materials.
Quality of Textbooks
2012-13 School Year
Criteria
Yes/No
Are the textbooks adopted
from the most recent
state-approved or local No
governing board approved
list?
Are the textbooks
consistent with the
content and cycles of the
Yes
curriculum frameworks
adopted by the State
Board of Educaon?
Does every student,
including English Learners,
have access to their own
Yes
textbooks and instruconal
materials to use in class
and to take home?
History-Social Science 0%
Visual and Performing Arts
2011-12 12 SARC
Foreign Language
Health
Currency of Textbook Data
This table displays the date when the textbook and instruconal materials informaon was collected
and verified.
2012-13 School Year
Currency of Textbook Data
Data Collecon Date 09/2012
Not applicable.
The Cuen School District did not purchase English/Language Arts materials at the 2008 adopon due
to budget constraints; however all materials are consistent with current framework and state standards.

Cutten School • 2011-12 SARC
STAR Results for All Students
The Standardized Tesng and Reporng (STAR) results are evaluated and compared to state standards
using the following five performance levels: Advanced (exceeds state standards); Proficient
(meets state standards); Basic; Below Basic; and Far Below Basic. Students scoring at the Proficient
or Advanced level meet state standards in that content area. The tables show the percentage of
students that scored at Proficient or Advanced levels in English-language arts, mathemacs, and
science.
Students Scoring at Proficient or Advanced Levels
STAR Results by Student Group:
English-Language Arts, Mathematics, and Science
Students Scoring at Proficient or Advanced Levels
Group
Cuen School
(Grades 3-6)
Cuen School District
(Grades 2-6)
English-
Language Arts
Three-Year Data Comparison
Mathemacs
California
Subject 09-10 10-11 11-12 09-10 10-11 11-12 09-10 10-11 11-12
English-Language Arts 63% 65% 72% 62% 66% 69% 52% 54% 56%
Mathemacs 67% 72% 74% 69% 74% 72% 48% 50% 51%
Science (Grade 5) 72% 74% 69% 72% 74% 69% 54% 57% 60%
Spring 2012 Results
Science
(Grade 5)
All Students in the District (Grades 2-6) 69% 72% 69%
All Students at the School (Grades 3-6) 72% 74% 69%
Male 74% 78% 83%
Female 70% 70% 58%
Black or African American
American Indian or Alaska Nave
Asian
Filipino
Hispanic or Lano 82% 76%
5
Standardized Testing and
Reporting Program
Based upon single point-in-me, mul-
ple choice test.
The Standardized Tesng and Reporting
(STAR) Program aims to idenfy
strengths and weaknesses to improve
student learning. STAR consists of
several key tests that are designed for
the student’s age and individual needs.
These tests include: the California
Standards Test (CST), California Modified
Assessment (CMA), and California
Alternate Performance Assessment
(CAPA).
The CSTs are mulple choice tests in
English-language arts, mathemacs,
science, and history-social science
for varying grade levels. The fourth
grade parcipates in an essay wring
test. The CSTs are used to determine
students’ achievement of the California
Academic Content Standards. These
standards describe the knowledge and
skills that students are expected to
learn at each grade level and subject.
The CMA is a modified assessment for
students with disabilies who have an
individualized educaon program (IEP).
It is designed to assess those students
whose disabilies prevent them from
achieving grade-level proficiency on an
assessment of the content standards
with or without accommodaons.
The CAPA is an alternate assessment
for students with significant cognive
disabilies who are unable to take the
CST with accommodaons or modifica-
ons or the CMA with accommoda-
ons.
For more informaon on the STAR
program including tests, parcipaon,
groups, and scores by grade level,
please visit hp://star.cde.ca.gov/.
Nave Hawaiian or Pacific Islander
2011-12 12 SARC
White 72% 76% 72%
Two or More Races 70% 68% 58%
Socioeconomically Disadvantaged 64% 66% 67%
English Learners
Students with Disabilies 36% 61%
Students Receiving
Migrant Educaon Services
Scores are not shown when the number of students tested is 10 or less, or because the number of
students tested in this category is too small for stascal accuracy or to protect student privacy.

Cutten School • 2011-12 SARC
Academic Performance Index
The Academic Performance Index (API) is an annual measure of the academic performance and
progress of the schools within California based solely upon the mulple choice STAR test scores. API
is measured on a scale from 200 to 1,000. This score reflects the school, district or a student group’s
performance level, based on the results of statewide tesng. The state has set an API score of 800
as the statewide target.
The annual API reporng cycle consists of the Base and Growth API. The Base API begins the reporting
cycle and the results are released approximately a year aer tesng occurs (e.g. The 2011 Base
API is calculated from results of statewide tesng in spring 2011, but the results are not released un-
l May 2012). Growth API, calculates test results in the same fashion and with the same indicators
as the Base API but from test results of the following year (e.g. The 2012 Growth API is calculated
from results of statewide tesng in spring 2012 and released in September 2012). The year of the
API corresponds to the year of tesng. Therefore, for the 2011-12 API reporng cycle, the 2011 Base
indicator and 2012 Growth indicator are used. To represent how much a school’s API changed from
2011-12 (known as the 2011-12 API Growth), the 2011 Base API is subtracted from the 2012 Growth
API. The Base API Report includes the Base API, targets, and ranks. The Growth API Report includes
Growth API, growth achieved, and whether or not targets were met.
To learn more about API, visit the API informaon guide at www.cde.ca.gov/ta/ac/ap/documents/infoguide12.pdf
and the API overview guide at www.cde.ca.gov/ta/ac/ay/documents/overview12.pdf.
API Ranks
API Ranks
Three-Year Data Comparison
2009 2010 2011
Statewide API Rank 7 7 7
Similar Schools API Rank 6 6 5
API Testing
6
Assessment data is reported only for
numerically significant groups. To be
considered numerically significant for
the API, the group must have either:
(1) at least 50 students with valid STAR
Program scores who make up at least
15% of the total valid STAR Program
scores, or (2) at least 100 students with
valid STAR Program scores.
API Ranks
Schools are ranked in ten categories
of equal size, called deciles, from 1
(lowest) to 10 (highest) based on their
API Base reports. A school’s “statewide
API rank” compares its API to the APIs
of all other schools statewide of the
same type (elementary, middle, or
high school). A “similar schools API
rank” reflects how a school compares
to 100 stascally matched similar
schools. This table shows the school’s
three-year data for statewide API rank
and similar schools API rank, for which
informaon is available.
API Growth by Student Group
This table displays, by student group, first, the 2012 Growth API at the school, district, and state level followed by the actual API change in points
added or lost for the past three years at the school.
2012 Growth API and Three-Year Data Comparison
API Growth by Student Group
Group
Cuen School
(Grades 3-6)
Number
of Students
Growth
API
2012 Growth API
Cuen School District
(Grades 2-6)
Number Growth
of Students API
Number
of Students
California
Growth
API
Cuen School –
Actual API Change
09-10 10-11 11-12
All Students 284 878 365 867 4,664,264 788 +9 +9 +26
Black or African American 3 5 313,201 710 • • •
American Indian or Alaska Nave 9 12 777 31,606 742 • • •
Asian 7 10 404,670 905 • • •
Filipino 2 2 124,824 869 • • •
2011-12 12 SARC
Hispanic or Lano 32 882 37 872 2,425,230 740 • • •
Nave Hawaiian or Pacific Islander 0 0 26,563 775 • • •
White 186 884 237 876 1,221,860 853 +2 +11 +26
Two or More Races 40 884 54 872 88,428 849 • • •
Socioeconomically Disadvantaged 113 842 149 827 2,779,680 737 +6 +20 +32
English Learners 3 7 1,530,297 716 • • •
Students with Disabilies 39 767 52 737 530,935 607 • • •
•Data are reported only for numerically significant groups.
Scores are not shown when the number of students tested is 10 or less, or because the number of students tested in this category is too small for stascal
accuracy or to protect student privacy.

Cutten School • 2011-12 SARC
Adequate Yearly Progress
The Federal No Child Le Behind (NCLB) Act requires that all schools and districts meet Adequate
Yearly Progress (AYP) requirements. California public schools and districts are required to meet or
exceed criteria in these four target areas:
1. Parcipaon rate on statewide assessments in English-language arts and mathemacs
2. Percentage of students scoring proficient on statewide assessments in English-language arts
and mathemacs
3. API scores
4. Graduaon rate for high schools
The table displays whether or not the school and district met each of the AYP criteria and made
overall AYP for 2011-12. For more informaon, visit www.cde.ca.gov/ta/ac/ay/.
Adequate Yearly Progress Criteria
2011-12 School Year
Cuen School (Grades 3-6) Cuen School District (Grades 2-6)
Met Overall AYP Yes No
AYP Criteria
English-
Language Arts
Mathemacs
English-
Language Arts
Mathemacs
Parcipaon Rate Yes Yes Yes Yes
Percent Proficient Yes Yes Yes No
API Yes Yes
Graduaon Rate
Federal Intervention Program
Districts and schools receiving Title I funding that fail to meet AYP over two consecuve years in the
same content area (English-language arts or mathemacs) or on the same indicator (API or gradua-
on rate) can enter into Program Improvement (PI). Each addional year that the district or schools
do not meet AYP results in advancement to the next level of intervenon. This table displays the
2012-13 Program Improvement status for the school and district. For more informaon, please visit
www.cde.ca.gov/ta/ac/ay/.
Types of Services Funded
7
In the Cuen Elementary School District,
in addion to regular classroom
instrucon, we parcipate in the following
programs:
• Aer School Child Care
• Class Size Reducon
• Computer Educaon
• Counseling
• Drug Free School
• Economic Impact Aid (EIA)
• English Learners
• Gied and Talented Educaon
(GATE)
• Improving Teacher Quality
• Library
• Loery – Instruconal Materials
• Music
• Speech and Language Pathologist
• Rural Educaon Achievement
• School Improvement
• Title I (Basic Grants – Low Income)
• Title II (Enhance Educaon
Through Technology)
• Title V (Innovave Educaonal
Strategies)
• Transportaon – Home to School
Federal Intervention Program
2012-13 School Year
Cuen School
(Grades 3-6)
Cuen School District
(Grades 2-6)
Program Improvement Status Not In PI Not In PI
First Year of Program Improvement
Year in Program Improvement
2011-12 12 SARC
Number of Schools Idenfied for Program Improvement 0
Percent of Schools Idenfied for Program Improvement 0.00%
Not applicable. The graduaon rate for AYP criteria applies to high schools.
Not applicable.
“Parent participation in all aspects of
the school program is a strength of our district.”
School Safety
The Comprehensive School Safety Plan
is undergoing a complete review and
revision during the 2012-13 school
year. Key elements of the plan, including
monthly fire drills, earthquake
evacuaon procedures, and lockdown
policies are reviewed in early October
each year, and are in effect throughout
the year.

Cutten School • 2011-12 SARC
Teacher Qualifications
This table shows informaon about teacher credenals and teacher qualificaons. More informa-
on can be found by vising hp://data1.cde.ca.gov/dataquest/.
Teacher Credential Information
Cuen School District
Teacher Misassignments and Vacant Teacher Positions
Three-Year Data Comparison
Cuen School
Teachers 11-12 09-10 10-11 11-12
With Full Credenal 28 15 14 14
Without Full Credenal 0 0 0 0
Teaching Outside Subject Area of Competence 0 0 0
This table displays the number of teacher misassignments (teachers assigned without proper legal
authorizaon) and the number of vacant teacher posions (not filled by a single designated teacher
assigned to teach the enre course at the beginning of the school year or semester). Please note: Total
teacher misassignments includes the number of misassignments of teachers of English Learners.
Teacher Misassignments and Vacant Teacher Positions
Three-Year Data Comparison
Cuen School
Teachers 10-11 11-12 12-13
Teacher Misassignments of English Learners 0 0 0
Academic Counselors and
School Support Staff
8
This table displays informaon about
academic counselors and support staff
at the school and their full-me equivalent
(FTE).
Academic Counselors
and School Support Staff Data
2011-12 School Year
Academic Counselors
FTE of Academic Counselors 0.000
Rao of Students Per
Academic Counselor
Support Staff
Social/Behavioral or Career
Development Counselors
Library Media Teacher
(Librarian)
Library Media Services
Staff (Paraprofessional)
FTE
0.000
0.000
0.800
Psychologist 0.100
Social Worker 0.500
2011-12 12 SARC
Total Teacher Misassignments 0 0 0
Vacant Teacher Posions 0 0 0
No Child Left Behind Compliant Teachers
NCLB requires that all teachers of core academic subject areas be “highly qualified.” In general, for
a teacher to be considered highly qualified, they must have a bachelor’s degree, an appropriate
California teaching credenal, and have demonstrated competence for each core subject he or she
teaches. The table displays data regarding NCLB compliant teachers from the 2011-12 school year.
For more informaon on teacher qualificaons related to NCLB, visit www.cde.ca.gov/nclb/sr/tq.
No Child Left Behind Compliant Teachers
2011-12 School Year
Percent of Classes in Core Academic Subjects
Taught by NCLB
Compliant Teachers
Taught by Non-NCLB
Compliant Teachers
Cuen School 100.00% 0.00%
All Schools in District 100.00% 0.00%
High-Poverty Schools in District 100.00% 0.00%
Nurse 0.050
Speech/Language/Hearing
Specialist
Resource Specialist
(non-teaching)
Other
Resource Specialist
Assistant
0.400
1.000
FTE
0.700
Computer Technician 0.875
Classroom Assistants
(1 Assistant in every
classroom, daily)
3.440
Low-Poverty Schools in District 100.00% 0.00%
NCLB Note
High-poverty schools are defined as those schools with student parcipaon of approximately 40%
or more in the free and reduced priced meals program. Low-poverty schools are those with student
parcipaon of approximately 25% or less in the free and reduced priced meals program.
Not applicable.

Cutten School • 2011-12 SARC
Financial Data
The financial data displayed in the SARC is from the 2010-11 fiscal year. The most current fiscal informaon
available provided by the state is always two years behind the current school year, and
one year behind most other data included in this report. For more detailed financial informaon,
please visit www.cde.ca.gov/ds/fd/cs and www.cde.ca.gov/ds/fd/ec.
District Financial Data
This table displays district teacher and administrave salary informaon and compares the figures
to the state averages for districts of the same type and size based on the salary schedule. Note the
district salary data does not include benefits.
District Salary Data
Cuen School District
2010-11 Fiscal Year
Similar Sized District
Beginning Teacher Salary $39,693 $38,625
Mid-Range Teacher Salary $60,707 $55,530
School Financial Data
9
The following table displays the
school’s average teacher salary and a
breakdown of the school’s expenditures
per pupil from unrestricted and
restricted sources.
School Financial Data
2010-11 Fiscal Year
Total Expenditures
Per Pupil
$7,206
Expenditures Per Pupil
From Restricted Sources
$1,919
Expenditures Per Pupil
From Unrestricted Sources
$5,287
Annual Average
Teacher Salary
$60,093
Highest Teacher Salary $71,709 $70,729
Average Principal Salary $83,382 $92,955
Superintendent Salary $116,875 $106,757
Teacher Salaries — Percent of Budget 43% 36%
Administrave Salaries — Percent of Budget 5% 7%
2011-12 12 SARC
Financial Data Comparison
The following table displays the school’s per pupil expenditures from unrestricted sources and the
school’s average teacher salary and compares it to the district and state data.
Financial Data Comparison
Expenditures
Per Pupil From
Unrestricted Sources
2010-11 Fiscal Year
Annual
Average Teacher
Salary
Cuen School $5,287 $60,093
Cuen School District $5,496 $59,944
California $5,455 $57,019
School and District — Percent Difference +4.0% +0.2%
School and California — Percent Difference -3.2% +5.1%
Suspensions and Expulsions
This table shows the rate of suspensions
and expulsions (the total number
of incidents divided by the school’s
total enrollment) for the most recent
three-year period.
Suspension and Expulsion Rates
Cuen School
09-10 10-11 11-12
Suspension
Rates
0.049 0.043 0.013
Expulsion
Rates
0.000 0.000 0.000
Cuen School District
Suspension
Rates
Expulsion
Rates
09-10 10-11 11-12
0.032 0.027 0.016
0.000 0.000 0.000
Data for this year’s SARC was provided by the California Department of Educaon (CDE), school and district offices. For addional
informaon on California schools and districts, please visit DataQuest at hp://data1.cde.ca.gov/dataquest. DataQuest is an online
resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffing, and
data regarding English Learners. Addionally, Ed-Data in partnership with the CDE, provides extensive financial, demographic,
and performance informaon about California’s public kindergarten through grade twelve school districts and schools. More
informaon can be found at www.ed-data.k12.ca.us/Pages/Home.aspx. Per Educaon Code Secon 35256, each school district
shall make hard copies of its annually updated report card available, upon request, on or before February 1 of each year.
All data accurate as of November 29, 2012.