School Accountability Report Card - Modesto City Schools

James C. Enochs High School 

2012-13 

Published During 2013-14 

James C. Enochs High Contact Information (School Year 2013-14) 

3201 Sylvan Ave. 

Modesto, CA 95355-7893 

(209) 550-3400 

Principal: 

Contact E-mail Address: 

Mrs. Deborah Rowe, Principal 

rowe.d@monet.k12.ca.us 

County-District-School (CDS) Code: 50711750110593 

Modesto City High Contact Information (School Year 2013-14) 

(209) 576-4011 

www.monet.k12.ca.us 

Superintendent: 

Contact E-mail Address: 

Pamela Able 

publicinfo@monet.k12.ca.us

James C. Enochs High 2012-13 

School Accountability Report Card 

Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each 

year. The SARC contains information about the condition and performance of each California public school. 

• For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at 

http://www.cde.ca.gov/ta/ac/sa/. 

• For additional information about the school, parents and community members should contact the school principal or the district 

office. 

DataQuest 

DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ 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., state Academic Performance Index [API], federal 

Adequate Yearly Progress [AYP]), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data 

regarding English learners. 

Internet Access 

I. Data and 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 may 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. 

Additional Information 

For further information regarding the data elements and terms used in the SARC see the 2012-13 Academic Performance Index 

Reports Information Guide located on the CDE API Web page at http://www.cde.ca.gov/ta/ac/ap/. 

II. About This School 

District Contact Information (School Year 2013-14) 

Name 

Modesto City High 

Phone Number (209) 576-4011 

Web Site 

Superintendent 

E-mail Address 

www.monet.k12.ca.us 

Pamela Able 

publicinfo@monet.k12.ca.us 

CDS Code 50711750110593 

School Contact Information (School Year 2013-14) 

Name 

Street 

James C. Enochs High 

3201 Sylvan Ave. 

City, State, Zip Modesto, CA 95355-7893 

Phone Number (209) 550-3400 

Principal 

E-mail Address 

Mrs. Deborah Rowe, Principal 

rowe.d@monet.k12.ca.us 

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School Description and Mission Statement (School Year 2012-13) 

James C. Enochs High school is one of seven comprehensive high schools in Modesto City Schools. The remarkable campus 

was built on an expanse of 70-acres and opened in the fall of 2006. The majority of our 2,500 students in grades 9-12 reside in 

the northeast section of Modesto, the heart of California’s Central Valley. The diverse city of Modesto has a warm, friendly 

atmosphere and a large agricultural industry due to the fertile farmland surrounding it. In order to build the capacity of all 

students to think independently and solve complex problem our educational goal is to provide real world, unpredictable 

experiences for students within the academic process. Enochs High School students who embrace this goal will graduate from 

high school, pursue higher education, and become productive citizens. 

Vision Statement 

At James C. Enochs High School, we envision a learning community that challenges and nurtures students by fostering a sense 

of shared mission and engaging them in a rigorous, relevant, standards-based curriculum. 

Our vision demands that we provide innovative instruction by accomplished practitioners whose commitment to learning and 

student achievement encourages students to become technologically adept, lifelong learners able to think independently and 

solve complex problems. 

Our vision presupposes a community in which academics, athletics, student activities, and the arts contribute to student 

success. 

Our vision is rooted in the belief that staff and students alike must embrace the diversity of an increasingly complex world, foster 

mutual respect, and create a secure environment that supports student success. 

Expected Schoolwide Learning Results 

Our students will be: 

o Educated in a rigorous, relevant, standards-based curriculum 

o Actively involved in their school and community 

o Goal-oriented and independent thinkers 

o Life-long learners and problem solvers 

o Engaged through technology 

o Socially responsible. 

The mascot for James C. Enochs High School is the Eagle, and the motto is Altius Volans, which in Latin means Soaring 

Higher. Eagles can fly to altitudes of 10,000 feet, and can soar aloft for hours, Eagles have strong vision and remain focused, 

avoiding all distraction. The Eagle has become the living symbol of freedom, spirit and the pursuit of excellence. 

Opportunities for Parental Involvement (School Year 2012-13) 

Parents have the opportunity to be involved both formally and informally at Enochs High School. 

Formal Involvement 

Parent Nights 

• Back to School Night 

• Open House & 8th grade Parent Night 

• College Information Night 

• Senior Information Night 

• Sports Information Nights 

• Awards Programs 

Parent Organizations 

• Eagle Foundation 

• Athletics Booster Club 

• Band Booster Club 

• School Site Council 

• Advisory Committees 

• Safety Committee 

Informal Involvement 

Personal Contact 

• Computer Access 

• Email 

• Phone 

• Conferences 

School Events 

• Athletic Games 

• Concerts 

• Fundraisers 

Parent Volunteers 

• Testing Proctor 

• Parent Patrol 

• Chaperones 

• Classroom Presentations 




Standardized Testing and Reporting Program 

III. Student Performance 

The Standardized Testing and Reporting (STAR) Program consists of several key components, including: 

• California Standards Tests(CSTs), which include English-language arts (ELA) and mathematics in grades two through 

eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through 

eleven. 

• California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA 

for grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in 

grades five and eight, and Life Science in grade ten. The CMA is designed to assess those students whose disabilities 

preclude them from achieving grade-level proficiency on an assessment of the California content standards with or without 

accommodations. 

• California Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and 

science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose 

disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with 

accommodations. 

The assessments under the STAR Program show how well students are doing in relation to the state content standards. On 

each of these assessments, student scores are reported as performance levels. 

For detailed information regarding the STAR Program results for each grade and performance level, including the percent 

of students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov. 

Standardized Testing and Reporting Results for All Students – Three-Year Comparison 

Percent of Students Scoring at Proficient or Advanced 

(meeting or exceeding the state standards) 

Subject School District State 

2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 

English-Language Arts 61% 65% 67% 48% 49% 51% 54% 56% 55% 

Mathematics 37% 35% 32% 26% 23% 22% 49% 50% 50% 

Science 69% 68% 64% 52% 53% 53% 57% 60% 59% 

History-Social Science 67% 66% 64% 51% 49% 50% 48% 49% 49% 

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in 

this category is too small for statistical accuracy or to protect student privacy. 




Standardized Testing and Reporting Results by Student Group – Most Recent Year 

Group 

English-Language 

Arts 

California High School Exit Examination 


Mathematics Science History-Social 

Science 

All Students in the LEA 51% 22% 53% 50% 

All Students at the School 67% 32% 64% 64% 

Male 61% 33% 64% 68% 

Female 73% 31% 64% 61% 

Black or African American 57% 19% 46% 52% 

American Indian or Alaska Native N/A N/A N/A N/A 

Asian 76% 56% 60% 67% 

Filipino 86% 52% 86% 76% 

Hispanic or Latino 59% 25% 58% 57% 

Native Hawaiian or Pacific Islander N/A N/A N/A N/A 

White 74% 35% 73% 72% 

Two or More Races 64% 27% 60% 65% 

Socioeconomically Disadvantaged 58% 25% 55% 54% 

English Learners 18% 18% 25% 22% 

Students with Disabilities 31% 12% 20% 13% 

Students Receiving Migrant Education 

Services 

N/A N/A N/A N/A 

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in 

this category is too small for statistical accuracy or to protect student privacy. 

The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade 

ten 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 to compute AYP designations required by the federal Elementary and 

Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB). 

For detailed information regarding CAHSEE results, see the CDE CAHSEE Web site at http://cahsee.cde.ca.gov/. 

California High School Exit Examination Results for All Grade Ten Students – Three-Year 

Comparison (if applicable) 


Subject School District State 

2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 

English-Language Arts 68% 60% 64% 56% 49% 52% 59% 56% 57% 

Mathematics 69% 69% 69% 56% 55% 53% 56% 58% 60% 

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this 

category is too small for statistical accuracy or to protect student privacy. 




California High School Exit Examination Grade Ten Results by Student Group – Most Recent 

Year (if applicable) 



Group English-Language Arts Mathematics 

Not Proficient Proficient Advanced Not Proficient Proficient Advanced 

All Students in the LEA 48% 25% 27% 47% 35% 18% 

All Students at the School 36% 28% 36% 31% 44% 25% 

Male 44% 29% 27% 32% 43% 25% 

Female 28% 28% 45% 30% 46% 25% 

Black or African American 69% 6% 25% 56% 31% 13% 

American Indian or Alaska Native N/A N/A N/A N/A N/A N/A 

Asian 34% 40% 26% 23% 26% 51% 

Filipino 27% 33% 40% 7% 47% 47% 

Hispanic or Latino 42% 25% 33% 39% 42% 19% 

Native Hawaiian or Pacific 

Islander 

N/A N/A N/A N/A N/A N/A 

White 26% 32% 41% 22% 52% 26% 

Two or More Races 36% 25% 39% 32% 43% 25% 

Socioeconomically Disadvantaged 49% 25% 26% 44% 38% 18% 

English Learners 88% 12% N/A 71% 21% 9% 

Students with Disabilities 89% 11% N/A 74% 23% 2% 

Students Receiving Migrant 

Education Services 

N/A N/A N/A N/A N/A N/A 

California Physical Fitness Test Results (School Year 2012-13) 

The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table displays 

by grade level the percent of students meeting the fitness standards for the most recent testing period. For detailed information 

regarding this test, and comparisons of a school’s test results to the district and state, see the CDE PFT Web page at 

http://www.cde.ca.gov/ta/tg/pf/. 

Grade Level 

Percent of Students 

Meeting Four of Six 

Fitness Standards 


Meeting Five of Six 



Meeting Six of Six 


5 N/A N/A N/A 

7 N/A N/A N/A 

9 22.7% 23.1% 36.4% 



Academic Performance Index 

IV. Accountability 

The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in 

California. API scores range from 200 to 1,000, with a statewide target of 800. For detailed information about the API, see the 

CDE API Web page at http://www.cde.ca.gov/ta/ac/ap/. 




Academic Performance Index Ranks – Three-Year Comparison 

This table displays the school's statewide and similar schools' API ranks. 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 ten percent of all schools in the state, while a 

statewide rank of 10 means that the school has an API score in the highest ten 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 ten 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 2010 2011 2012 

Statewide 8 8 8 

Similar Schools 10 9 8 

Academic Performance Index Growth by Student Group – Three-Year Comparison 

Group 

Actual API Change 

2010-11 


2011-12 


2012-13 

All Students at the School 6 6 -3 

Black or African American 22 

American Indian or Alaska Native 

Asian 

Filipino 

Hispanic or Latino 10 -2 9 

Native Hawaiian or Pacific Islander 

White 0 10 -6 

Two or More Races -13 

Socioeconomically Disadvantaged 25 0 -2 

English Learners -9 -10 -1 

Students with Disabilities 22 15 26 

Note: 'N/D' means that no data were available to the CDE or LEA to report. 'B' means the school did not have a valid API 

Base and there is no Growth or target information. 'C' means the school had significant demographic changes and there 

is no Growth or target information. 

Academic Performance Index Growth by Student Group - 2013 Growth API Comparison 

This table displays, by student group, the number of students included in the API and the 2013 Growth API at the school, 

LEA, and state level. 

Group School Growth API LEA Growth API State Growth 

API 

All Students at the School 1,786 821 10,102 756 4,655,989 790 

Black or African American 73 737 394 681 296,463 708 

American Indian or Alaska Native 7 48 714 30,394 743 

Asian 111 851 589 809 406,527 906 

Filipino 59 888 136 879 121,054 867 

Hispanic or Latino 632 797 5,090 725 2,438,951 744 

Native Hawaiian or Pacific Islander 15 858 107 756 25,351 774 

White 737 840 3,073 797 1,200,127 853 

Two or More Races 134 828 531 786 125,025 824 

Socioeconomically Disadvantaged 707 779 5,996 715 2,774,640 743 

English Learners 213 730 2,512 656 1,482,316 721 

Students with Disabilities 139 578 1,125 526 527,476 615 




Adequate Yearly Progress 

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

• Participation rate on the state’s standards-based assessments in 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) 

For detailed information about AYP, including participation rates and percent proficient results by student group, see the CDE 

AYP Web page at http://www.cde.ca.gov/ta/ac/ay/. 

Adequate Yearly Progress Overall and by Criteria (School Year 2012-13) 

AYP Criteria School District 

Overall No No 

Participation Rate - English-Language Arts Yes No 

Participation Rate - Mathematics Yes No 

Percent Proficient - English-Language Arts Yes No 

Percent Proficient - Mathematics No No 

API Yes Yes 

Graduation Rate No Yes 

Federal Intervention Program (School Year 2013-14) 

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 (ELA 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. For detailed information about PI identification, see the CDE PI Status Determinations Web page: 

http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp. 

Program Improvement Status 

Indicator School District 

First Year of Program Improvement 2004-2005 

Year in Program Improvement Year 3 

Number of Schools Currently in Program Improvement N/A 5 

Percent of Schools Currently in Program Improvement N/A 100% 

V. School Climate 

Student Enrollment by Grade Level (School Year 2012-13) 

In PI 

Grade Level 

Number of Students 

Grade 9 657 

Grade 10 630 

Grade 11 628 

Grade 12 561 

Total Enrollment 2476 

Student Enrollment by Student Group (School Year 2012-13) 




Group 

Percent of Total Enrollment 

Black or African American 4.1 

American Indian or Alaska Native 0.5 

Asian 5.7 

Filipino 3 

Hispanic or Latino 36 

Native Hawaiian/Pacific Islander 1 

White 39.8 

Two or More Races 6.3 

Socioeconomically Disadvantaged 38.6 

English Learners 11.5 

Students with Disabilities 8.9 

Average Class Size and Class Size Distribution (Secondary) 

Subject 

Avg. Class 

Size 

2010-11 

Number of Classes* 

Avg. Class 

Size 

2011-12 


Avg. Class 

Size 

2012-13 


1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+ 

English 30.7 23 11 56 29.2 23 12 46 22 50 12 56 

Mathematics 32.7 14 7 56 29.7 15 19 44 24 39 17 52 

Science 35.1 3 4 43 34.2 4 5 36 28 17 6 44 

Social Science 34.4 5 4 49 29.9 12 11 40 23 36 9 51 

* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At 

the secondary school level, this information is reported by subject area rather than grade level. 

School Safety Plan (School Year 2012-13) 

The Enochs High School Safety Plan is a comprehensive document the purpose of which is to outline protocols, plans, and 

procedures in place to ensure the maintenance of a safe and harmonious school environment. The plan is updated annually, 

reviewed with the Site Safety Committee and submitted to Modesto City Schools for review. One important component of the 

plan is routine drills to refine procedures and ensure readiness on the part of staff and students. 

Our Site Safety Plan identifies a number of events for which we hold practice drills. They are: 

1. Fire 

2. Emergency lockdown 

3. Emergency school wide evacuation 

In the event that such an emergency occurs, the Principal or his designee implements emergency protocols. 

Suspensions and Expulsions 

Rate* 

School 

2010-11 


2011-12 


2012-13 

District 

2010-11 

District 

2011-12 

District 

2012-13 

Suspensions 11.12 8.8 4.9 23.01 20.46 16.29 

Expulsions 0.47 0.16 0.16 1.34 0.61 0.37 

* The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment. 




VI. School Facilities 

School Facility Conditions and Planned Improvements (School Year 2013-14) 

School Facility Conditions -- General Information 

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 included within this report. The results of this survey are available at the district office and on the internet at 

mcs4kids.com. 

The campus master plan accommodates 2,500 students. The site incorporates 70 acres and contains 277,000 square feet of 

building space including three two-story academic buildings. Also on the site there is a large gymnasium with two 

locker/shower facilities linked by covered walkways. A library/media center, a cafeteria/multi-use facility, and buildings 

housing industrial technology, home economics, and performing arts round out the major site facilities. The spacious center 

courtyard includes eating areas and an amphitheater. The site includes a full complement of sports venues, including 

baseball, softball, soccer, practice football field, track, tennis and basketball. The City of Modesto has begun the first phase of 

the soccer complex at Mary Grogan Park, the park is adjacent to Enochs on the east and will have six soccer fields, several 

with synthetic turf, and the entire complex will be lighted. Other features will include a 300+ space parking lot, concession 

area, restrooms and miles of walking paths around the park. The park's second phase is not scheduled but plans include a 

play area for children, an aquatic feature and a neighborhood center. 

Below is more specific information on the condition of the school and the efforts made to ensure that students are provided 

with a clean, safe, and functional learning environment. 

Age of School/Buildings: 

This school has 96 classrooms, a cafeteria, gym, locker room, library, auditorium, pool, stadium and an administration office. 

The main campus was built in 2006. The school opened in 2006. 

Maintenance and Repair: 

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. Emergency repairs are given the 

highest priority. The school facility is in overall good repair. 

Cleaning Process and Schedule: 

The district governing board has adopted cleaning standards for all schools in the district. A summary of these standards are 

available at the school office, or at the district office. The Principal works continually with the custodial staff to develop 

cleaning schedules to ensure a clean and safe school. 

Deferred Maintenance Budget: 

The District participates in the State School Deferred Maintenance Program, which provides flexible state matching funds to 

assist school districts with expenditures for major repair or replacement of existing school facilities components, however, the 

District has elected not to pass through the state contribution this year and has retained this funding with the District General 

Fund. Deferred Maintenance typically includes paving, roofing, plumbing, heating, air conditioning, electrical systems, 

interior or exterior painting, and floor systems. For the 2013-14 school year, the district has budgeted $1.4 million in carryover 

funds for deferred maintenance projects throughout the District. This amount is 0.94% of the district’s original adopted 

unrestricted general fund expenditures budget. The district’s complete deferred maintenance plan is available at the district 

office. Identified needed repairs are weighed against all other District site repairs and the most urgent repairs are addressed 

first. 

Data provided by LEA. Additional information about the condition of the school's facilities may be obtained by speaking with 

the school principal. 

School Facility Good Repair Status (School Year 2013-14) 

Using the most recent FIT data (or equivalent), provide the following: 

• Determination of repair status for systems listed 

• Description of any needed maintenance to ensure good repair 

• The year and month in which the data were collected 

• The Overall Rating 




System Inspected Good Fair Poor 

Systems: Gas Leaks, Mechanical/HVAC, 

Sewer 

Interior: Interior Surfaces 

Cleanliness: Overall Cleanliness, Pest/ 

Vermin Infestation 

Electrical: Electrical 

Restrooms/Fountains: Restrooms, Sinks/ 

Fountains 

Safety: Fire Safety, Hazardous Materials 

Structural: Structural Damage, Roofs 

Repair Needed and Action Taken or Planned 

External: Playground/School Grounds, 

Windows/ Doors/Gates/Fences 

Overall Facility Rate (School Year 2013-14) 

gopher problem, field leveling. 

Overall Rating 

Exemplary Good Fair Poor 




VII. Teachers 

Teacher Credentials 

Teachers 


2010-11 


2011-12 


2012-13 

District 

2012-13 

Teachers with Full Credential 107 97 78 516 

Teachers without Full Credential 1 0 0 0 

Teachers Teaching Outside Subject Area of Competence 13 1 0 n/a 

Teacher Misassignments and Vacant Teacher Positions 

Indicator 2011-12 2012-13 2013-14 

Misassignments of Teachers of English Learners 0 0 0 

Total Teacher Misassignments 0 0 0 

Vacant Teacher Positions 4 0 0 

Note: "Misassignments" refers to the number of positions filled by teachers who lack legal authorization to teach that grade 

level, subject area, student group, etc. 

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. 

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2012-13) 

The federal ESEA, also known as NCLB, requires that core academic subjects be taught by Highly Qualified Teachers, 

defined as having at least a bachelor’s degree, an appropriate California teaching credential, and demonstrated core 

academic subject area competence. For more information, see the CDE Improving Teacher and Principal Quality Web page 

at http://www.cde.ca.gov/nclb/sr/tq/. 

Location of Classes 

Percent of Classes In Core 

Academic Subjects 

Taught by 

Highly Qualified Teachers 

Percent of Classes In Core 

Academic Subjects 

Not Taught by 

Highly Qualified Teachers 

This School 99 1 

All Schools in District 99 1 

High-Poverty Schools in District 99 1 

Low-Poverty Schools in District 

Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the 

free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or 

less in the free and reduced price meals program. 




VIII. Support Staff 

Academic Counselors and Other Support Staff (School Year 2012-13) 

Title 

Number of FTE* 

Assigned to School 

Average Number of Students per 

Academic Counselor 

Academic Counselor 5.6 750 

Counselor (Social/Behavioral or Career 

Development 

Library Media Teacher (Librarian) 1 N/A 

Library Media Services Staff (Paraprofessional) 

Psychologist 1 N/A 

Social Worker 

Nurse 0.5 N/A 

Speech/Language/Hearing Specialist 0.2 N/A 

Resource Specialist (non - teaching) 5 N/A 

Other 

Note: Cells shaded in black or with N/A values do not require data. 

* One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff 

members who each work 50 percent of full time. 

IX. Curriculum and Instructional Materials 

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2013-14) 

This section describes whether the textbooks and instructional materials used at the school are from the most recent 

adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the school’s 

use of any supplemental curriculum or non-adopted textbooks or instructional materials. 

Month and year in which data were collected: January 2013 

N/A 

N/A 

N/A 

N/A 

Core Curriculum Area 

Reading/Language Arts 

Textbooks and instructional 

materials/year of adoption 

Grades 7-8: Holt, 2004 



From most recent adoption? 

Percent students 

lacking own assigned 

copy 

Yes 0% 

Mathematics 


Algebra: Holt, 2008 

Geometry: Holt, 2008 

Algebra II: Holt, 2008 

Pre-Calculus: Holt, 2008 

Calculus: Pearson/Prentice 

Hall, 2008 

AP Statistics: 

Pearson/Prentice Hall, 2008 

Yes 0% 




Science 




Grades 7-8: Glencoe, 2007 

Adv. Biology: Glencoe, 

2007 

AP Biology/IB Biology: On 

Hold 

AP Chemistry: McDougal- 

Littell 

AP/IB Environmental Sci: 

Thomson, 2007 

AP Physics: Thomson, 

2007 

Biology/CP Biolgy/Int. Ag 

Science 3-4: McDougal- 

Littell 

Bio. Horticulture: Thomson, 

2007 

Chemistry/CP, 

Chemistry/Pre-AP, 

Chemistry/Pre-IB, & 

Chemistry: Holt, 2007 

Earth Science/Int. Ag. 

Science 1-2: Holt, 2007 

Human Anatomy & 

Physiology: Pearson, 2007 

IB/SL Chemistry: Glencoe, 

2007 

Forensics/Biotech 1-2/Int. 

Science 1: Glencoe, 2007 

Forensics/Biotech3-4/Int. 

Science 3: Pearson, 2007 

Integrated Science 4: Holt, 

2007 

Physics: Holt, 2007 

Pre-AP Biology: Pearson, 

2007 

Pre-AP/Pre-IB Physics: 

CPO Science, 2007 




copy 

Yes 0% 

History-Social Science 

Grades 7-8: McDougal 

Littell, 2006 

Wld Religion/Geo: Prentice 

Hall, 2006 

Wld History: Prentice Hall, 

2006 

US History: McDougal 

Littell, 2006 

Gov. Econ: Prentice Hall, 

2006 

Yes 0% 





Foreign Language 



Spanish 1, 2, 3, 4: Prentice 

Hall, 2007 

French 1, 2, 3, 4: 

McDougal Littell, 2007 

Spanish for Spanish 

Speakers 3: Holt, 2007 

Spanish for Spanish 

Speakers 4, 5, 6: Holt; 

Prentice Hall, 2007 

German 1, 2, 3: Holt, 2007 

AP Spanish: Prentice Hall; 

Glencoe, 2007 




copy 

Yes 0% 

Health Health, Glencoe, 2005 Yes 0% 

Science Laboratory Equipment 

(grades 9-12) 

Yes 0% 

Visual and Performing Arts Yes 0% 




X. School Finances 

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2011-12) 

Level 

Total 

Expenditures Per 

Pupil 

Types of Services Funded (Fiscal Year 2012-13) 

Teacher and Administrative Salaries (Fiscal Year 2011-12) 


Pupil (Supplemental / 

Restricted) 


Pupil (Basic/ 

Unrestricted) 

All students benefit from the district's emphasis on maintaining outstanding libraries. Students 

living a qualifying distance are provided transportation to and from their school. Special education 

students, gifted and talented students, and English learners receive appropriate educational services. 

Programs are funded through a combination of local, state and federal resources. 

Average Teacher 

Salary 

School Site $7,410 $1,957 $5,453 $82,310 

District N/A N/A $5,583 $76,463 

Percent Difference – School Site and District N/A N/A -2.33 7.65 

State N/A N/A $5,537 N/A 

Percent Difference – School Site and State N/A N/A -1.52 N/A 

Note: Cells shaded in black or with N/A values do not require data. 

Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is 

designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted 

expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor. 

For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & 

Per-pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in 

California, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. To look up 

expenditures and salaries for a specific school district, see the Ed-Data Web site at: http://www.ed-data.org. 

Category 

District Amount 

State Average For Districts In 

Same Category 

Beginning Teacher Salary $49,283 $35,288 

Mid-Range Teacher Salary $70,199 $63,569 

Highest Teacher Salary $91,849 $91,849 

Average Principal Salary (Elementary) $102,556 $98,325 

Average Principal Salary (Middle) $103,026 $102,745 

Average Principal Salary (High) $118,026 $110,360 

Superintendent Salary $225,000 $170,518 

Percent of Budget for Teacher Salaries 44.03% 39% 

Percent of Budget for Administrative Salaries 6.05% 5% 

For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at 

http://www.cde.ca.gov/ds/fd/cs/. 

Admission Requirements for California's Public Universities 

University of California 

XI. School Completion and Postsecondary Preparation 




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 UC Admissions Information Web page at 

http://www.universityofcalifornia.edu/admissions/. 

California State University 

Eligibility for admission to the California State University (CSU) is determined by three factors: 

• Specific high school courses 

• Grades in specified courses and test scores 

• 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 have 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 admission, 

application, and fee information see the CSU Web page at http://www.calstate.edu/admission/admission.shtml. 

Dropout Rate and Graduation Rate 

Indicator School District State 

2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 

Dropout Rate 8.4 6.3 5.4 20.3 17.9 15.5 16.6 14.7 13.1 

Graduation Rate 88.93 90.97 90.78 75.06 76.28 78.26 74.77 77.14 78.73 

Completion of High School Graduation Requirements 

This table displays, by student group, the number of students who were a part of the school’s most recent graduating 

class for which CDE has available data and meet all state and local graduation requirements for grade twelve 

completion, including having passed both the ELA and mathematics portions of the CAHSEE or received a local waiver 

or state exemption. 

Graduating Class of 2012 

Group School District State 

All Students 602 2,994 418,598 

Black or African American 117 234 28,078 

American Indian or Alaska Native 101 87 3,123 

Asian 121 286 41,700 

Filipino 17 49 12,745 

Hispanic or Latino 244 1,394 193,516 

Native Hawaiian/Pacific Islander 97 136 2,585 

White 343 1,181 127,801 

Two or More Races 103 115 6,790 

Socioeconomically Disadvantaged 283 1,529 217,915 

English Learners 135 652 93,297 

Students with Disabilities 110 322 31,683 

Career Technical Education Programs (School Year 2012-13) 




Modesto City Schools' School to Career program provides preparation to youth and adults to meet the challenge of working 

in the 21st Century by a combination of academic and workplace based education that will make them life-time learners. 

Our commitment is to provide a successful program that promises to upgrade front line workers, improve the productive 

capacity of entry-level workers and provide quality education for all students. 

Career Technical Education Participation (School Year 2012-13) 

Measure 

CTE Program Participation 

Number of pupils participating in CTE 5809 

Percent of pupils completing a CTE program and earning a high 

school diploma 

Percent of CTE courses sequenced or articulated between the 

school and institutions of postsecondary education 

21 

95 

Courses for University of California and/or California State University Admission 

UC/CSU Course Measure 

2012-13 Students Enrolled in Courses Required for UC/CSU 

Admission 

2011-12 Graduates Who Completed All Courses Required for 

UC/CSU Admission 

Percent 

70.04 

38.19 

Advanced Placement Courses (School Year 2012-13) 

Computer Science 

Subject 

Number of AP Courses 

Offered* 

Percent of Students In AP 

Courses 

NA 

English 2 NA 

Fine and Performing Arts 

Foreign Language 

NA 

NA 

Mathematics 4 NA 

Science 4 NA 

Social Science 4 NA 

All courses 14 5 

* Where there are student course enrollments. 

Professional Development 

XII. Instructional Planning and Scheduling 

This section provides information on the annual number of school days dedicated to staff development for the most recent 

three-year period. 

10-11 No Staff Development days were allocated. 

11-12 Three days were allocated for the Professional Learning Communities Staff Development K-12. 

12-13 Four days were allocated for Common Core and 6 days ELA Common Core Transitional Training.

School Accountability Report Card - Modesto City Schools

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