School Accountability Report Card 2010-11 at New Los Angeles Charter School

Executive Summary

Address: 1919 South Burnside Ave., Los Angeles, CA, 90016

Phone: (323) 939-6400

Principal: Brooke Rios

Grade Span: 6-8

This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of information related to individual public schools. Most data presented in this report are reported for the 2010–11 school year. School finances and school completion data are reported for the 2009–10 school year. Contact information, facilities, curriculum and instructional materials, and select teacher data are reported for the 2011–12 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

New Los Angeles Charter School develops a diverse community of students who are passionate about learning, engaged in their community, and have respect for themselves and others.

Student Enrollment

Group	Enrollment
Number of students	273
Black or African American	43.2%
American Indian or Alaska Native	0.0%
Asian	3.7%
Filipino	1.1%
Hispanic or Latino	31.1%
Native Hawaiian or Pacific Islander	0.0%
White	18.3%
Two or More Races	1.8%
Socioeconomically Disadvantaged	57.5%
English Learners	15.0%
Students with Disabilities	12.5%

Teachers

Indicator	Teachers
Teachers with full credential	13
Teachers without full credential	0
Teachers Teaching Outside Subject Area of Competence	0
Misassignments of Teachers of English Learners	0
Total Teacher Misassignments	0

Student Performance

Subject	*Students Proficient and Above on STAR Program Results**
English-Language Arts	60%
Mathematics	42%
Science	73%
History-Social Science	73%

*Standardized Testing and Reporting Program assessments used for accountability purposes include the California Standards Tests, the California Modified Assessment, and the California Alternate Performance Assessment.

Academic Progress*

Indicator	Result
2011 Growth API Score (from 2011 Growth API Report)	812
Statewide Rank (from 2010 Base API Report)	7
Met All 2011 AYP Requirements	no
Number of AYP Criteria Met Out of the Total Number of Criteria Possible	Met 12 of 17
2011–12 Program Improvement Status (PI Year)	Year 1

*The Academic Performance Index is required under state law. Adequate Yearly Progress is required by federal law.

School Facilities

Summary of Most Recent Site Inspection

In 2010, New LA occupied a classic two-story brick warehouse, gutted on the inside in order to create a wonderful educational environment in a very special space. The campus has 9 state-of-the-art classrooms (most with Smart Boards), 2 science labs, a wonderful cafeteria, a large multi-purpose room, an arts/yoga space, and an admin area. Every classroom has wonderful natural light, and the brilliant school design centers around a large two-story atrium topped with a 40-foot skylight.

Repairs Needed

None

Corrective Actions Taken or Planned

N/A

Curriculum and Instructional Materials

Core Curriculum Area	Pupils Who Lack Textbooks and Instructional Materials
Reading/Language Arts	0
Mathematics	0
Science	0
History-Social Science	0
Foreign Language	0
Health	0
Visual and Performing Arts	0
Science Laboratory Equipment (grades 9-12)	N/A

School Finances

Level	Expenditures Per Pupil (Unrestricted Sources Only)
School Site	$8,657
District
State	$5,455

School Completion

Indicator	Result
Graduation Rate (if applicable)	N/A

Postsecondary Preparation

Measure	Percent
Pupils Who Completed a Career Technical Education Program and Earned a High School Diploma	N/A
Graduates Who Completed All Courses Required for University of California or California State University Admission	N/A

School Accountability Report Card

Reported Using Data from the 2010–11 School Year

Published During 2011–12

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.

I. Data and Access

Ed-Data Partnership Web Site

Ed-Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that provides extensive financial, demographic, and performance information about California’s public kindergarten through grade twelve school districts and schools.

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

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.

II. About This School

Contact Information (School Year 2011–12)

School		District
School Name	New Los Angeles Charter	District Name	Los Angeles Unified
Street	1919 South Burnside Ave.	Phone Number	(213) 241-1000
City, State, Zip	Los Angeles, CA, 90016	Web Site	www.lausd.net
Phone Number	(323) 939-6400	Superintendent	John Deasy
Principal	Brooke Rios, Principal	E-mail Address	superintendent@lausd.net
E-mail Address	brios@newlosangeles.org	CDS Code	19647330117614

School Description and Mission Statement (School Year 2010–11)

MISSION

New Los Angeles Charter School develops a diverse community of students who are passionate about learning, engaged in their community, and have respect for themselves and others.

VISION

The aim of New Los Angeles Charter School (New LA) is to cultivate future civic leaders through rigorous project-based learning and hands-on commitment to social justice, teaching students skills that will enable them to thrive and ensure advanced academic success. The school nurtures and trains students who understand how to work together to solve problems, changing their own lives as they change the community around them.

Located in Mid-City Los Angeles, the heart of a diverse city, New LA serves 300 students in grades 6-8. With small classes, a diverse student body, and attentive teachers, New LA is a nurturing standards-based
school. New LA has a rigorous standards-based curriculum, fosters respect for human life, and provides relevant life experiences. The culture of the school creates a shared sense of mission, one that reinforces in our students a love of learning, a commitment to social action, and a deep respect for others.

Passion for Learning

New LA keyword: Rigor. Middle school is the gateway to future academic success. At New LA, every student receives the academic foundation to be prepared for a college preparatory high school. Rigorous intellectual development comes from a focus on habits of mind and not merely information retention. Students demonstrate mastery of concepts and skills by working together on real-life projects rather than test-taking alone. New LA uses an effective model of rigorous standards-based instruction, through which all students will achieve mastery of California state content standards by the end of each grade level.

Engagement in the Community

New LA keyword: Relevance. At New LA, we believe, as John Dewey did, that “education is the fundamental method of social progress.” New LA students are challenged to pursue the goals of equality and justice, and work to promote progress in their local and global communities. They are taught to use their knowledge and skills to work for a just, equitable, compassionate world. Learning is connected to real life experiences. Students participate in volunteer work, gaining valuable real life experience. This leads to a deeply embedded feeling in every student that adolescents have the power to change the world.

Respect for Self and Others

New LA keywords: Respect and Relationships. In order for students to grow academically, creatively, and morally, they need a safe space to take risks. New LA encourages vigorous debate and expression of
individual voice, but through the use of active listening and conflict resolution techniques. The school uses active and project-based learning and thematic integration at strategic points in the curriculum to develop youth who have the skills, knowledge, and resources to work with diverse groups of people in order to lead their communities towards social justice. New LA students participate in a structured Advisory program in order to develop a deep sense of trust in themselves, the strength and courage to succeed at life’s challenges, and the skills necessary to confidently pursue future academic and career aspirations.

Opportunities for Parental Involvement (School Year 2010–11)

Volunteerism is a basic component and necessary part of the New LA vision. The school itself was created by the dedicated volunteer efforts of parents and community members. New LA strives to create an environment that not only fosters volunteer efforts on behalf of the school, but also helps to foster the spirit of volunteerism in our students by promoting community engagement projects. We believe that students can reach their full potential when there is a high level of involvement by families. We encourage involvement in a partnership between home and school built on mutual respect. At New LA, we believe that parents and guardians want their child to be passionate about learning, engaged in the community, and have respect for themselves and others. Parents and guardians should have high expectations of the school and of their children. In turn, the school has high expectations that parents will contribute to the team-effort needed to fulfill the school’s mission. Excellence cannot be accomplished nor maintained without the active respectful participation of the families. While family participation is an essential element to the success of the educational process, it is important to make the distinction that New LA is not a parent run school. Operational, personnel, discipline, and educational decisions are the responsibility of the staff. Parents are encouraged and expected to participate as a support team and are expected to participate in self-improvement programs and events that can enhance their children’s home learning environment.

New LA Booster (NewLAB)

NewLAB is an action-oriented parent organization benefitting the students and staff of New LA by fundraising, organizing innovative educational programs, fostering school spirit, and supporting parent and community engagement. Membership in NewLAB is free. NewLAB board elections take place in September each year. The group organizes community events and partners with teachers and administration to help support the mission of the school.

Student Enrollment by Grade Level (School Year 2010–11)

Grade Level	Number of Students	Grade Level	Number of Students
Kindergarten	0	Grade 8	74
Grade 1	0	Ungraded Elementary	0
Grade 2	0	Grade 9	0
Grade 3	0	Grade 10	0
Grade 4	0	Grade 11	0
Grade 5	0	Grade 12	1
Grade 6	105	Ungraded Secondary	0
Grade 7	93	Total Enrollment	273

Student Enrollment by Subgroup (School Year 2010–11)

Group	Percent of Total Enrollment
Black or African American	43.2%
American Indian or Alaska Native	0.0%
Asian	3.7%
Filipino	1.1%
Hispanic or Latino	31.1%
Native Hawaiian or Pacific Islander	0.0%
White	18.3%
Two or More Races	1.8%
Socioeconomically Disadvantaged	57.5%
English Learners	15.0%
Students with Disabilities	12.5%

Average Class Size and Class Size Distribution (Elementary)

Grade Level

Avg. Class Size

2008–09 Number of Classes*

Avg. Class Size

2009–10 Number of Classes*

Avg. Class Size

2010–11 Number of Classes*

1-20

21-32

33+

1-20

21-32

33+

1-20

21-32

33+

Other

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

Average Class Size and Class Size Distribution (Secondary)

Subject	Avg. Class Size	2008–09 Number of Classes*			Avg. Class Size	2009–10 Number of Classes*			Avg. Class Size	2010–11 Number of Classes*
Subject	Avg. Class Size	1-22	23-32	33+	Avg. Class Size	1-22	23-32	33+	Avg. Class Size	1-22	23-32	33+
English					25		3		25		7
Mathematics					25		3		25		7
Science					25		3		25		7
Social Science					25		3		25		7

* 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.

III. School Climate

School Safety Plan (School Year 2010–11)

The school has a comprehensive school safety plan.

Suspensions and Expulsions

Rate*	School 2008–09	School 2009–10	School 2010–11	District 2008–09	District 2009–10	District 2010–11
Suspensions	0.00%	0.00%	16.85%	7.10%	5.74%	5.26%
Expulsions	0.00%	0.00%	0.00%	0.01%	0.02%	0.01%

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

IV. School Facilities

School Facility Conditions and Planned Improvements (School Year 2011–12)

School Facility Good Repair Status (School Year 2011–12)

System Inspected	Repair Status				Repair Needed and Action Taken or Planned
System Inspected	Exemplary	Good	Fair	Poor	Repair Needed and Action Taken or Planned
Systems: Gas Leaks, Mechanical/HVAC, Sewer		X			None
Interior: Interior Surfaces		X			None
Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation		x			None
Electrical: Electrical		x			None
Restrooms/Fountains: Restrooms, Sinks/ Fountains		x			None
Safety: Fire Safety, Hazardous Materials		x			None
Structural: Structural Damage, Roofs		x			None
External: Playground/School Grounds, Windows/ Doors/Gates/Fences		x			None
Overall Rating	x

Note: Cells shaded in black do not require data.

V. Teachers

Teacher Credentials

Teachers	School 2008–09	School 2009–10	School 2010–11	District 2010–11
With Full Credential	4	7	13	13
Without Full Credential	0	0	0	0
Teaching Outside Subject Area of Competence (with full credential)	0	0	0	0

Teacher Misassignments and Vacant Teacher Positions

Indicator	2009–10	2010–11	2011–12
Misassignments of Teachers of English Learners	0	0	0
Total Teacher Misassignments*	0	0	0
Vacant Teacher Positions	0	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 2010–11)

The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (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	100%	0%
All Schools in District
High-Poverty Schools in District
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 25 percent or less in the free and reduced price meals program.

VI. Support Staff

Academic Counselors and Other Support Staff (School Year 2010–11)

Title	Number of FTE* Assigned to School	Average Number of Students per Academic Counselor
Academic Counselor	14	20
Counselor (Social/Behavioral or Career Development)	1
Library Media Teacher (librarian)	0
Library Media Services Staff (paraprofessional)	0
Psychologist	0
Social Worker	0
Nurse	0
Speech/Language/Hearing Specialist	1
Resource Specialist (non-teaching)	1.5
Other	0

Note: Cells shaded in black 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.

VII. Curriculum and Instructional Materials

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2011–12)

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.

Year and month in which data were collected: September 2011

Core Curriculum Area	Textbooks and instructional materials/year of adoption	From most recent adoption?	Percent students lacking own assigned copy
Reading/Language Arts	Holt / 2010	Yes	0%
Mathematics	Connected Math / 2008	Yes	0%
Science	CPO Science / 2008	Yes	0%
History-Social Science	History Alive! / 2008	Yes	0%
Foreign Language	N/A	N/A	N/A
Health	N/A	N/A	N/A
Visual and Performing Arts	N/A	N/A	N/A
Science Laboratory Equipment (grades 9-12)	N/A	N/A	N/A

VIII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2009–10)

Level	Total Expenditures Per Pupil	Expenditures Per Pupil (Supplemental / Restricted)	Expenditures Per Pupil (Basic / Unrestricted)	Average Teacher Salary
School Site	$8,657	$2,103	$6,554	$58,365
District				$66,584
Percent Difference – School Site and District				12%
State			$5,455	$69,207
Percent Difference – School Site and State				16%

Note: Cells shaded in black 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.

Teacher and Administrative Salaries (Fiscal Year 2009–10)

Category	District Amount	State Average For Districts In Same Category
Beginning Teacher Salary	$39,788	$42,017
Mid-Range Teacher Salary	$63,553	$67,294
Highest Teacher Salary	$78,906	$86,776
Average Principal Salary (Elementary)	$107,331	$108,534
Average Principal Salary (Middle)	$116,033	$112,893
Average Principal Salary (High)	$115,116	$123,331
Superintendent Salary	$250,000	$226,417
Percent of Budget for Teacher Salaries	34.00%	38.00%
Percent of Budget for Administrative Salaries	5.00%	5.00%

Note: For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

IX. Student Performance

Standardized Testing and Reporting Program

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

Subject	Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)
	School			District			State
	2008–09	2009–10	2010–11	2008–09	2009–10	2010–11	2008–09	2009–10	2010–11
English-Language Arts	64%	67%	60%	38%	41%	44%	50%	52%	54%
Mathematics	43%	45%	42%	37%	39%	43%	46%	48%	50%
Science	0%	0%	73%	38%	43%	47%	50%	53%	56%
History-Social Science	0%	0%	73%	29%	33%	37%	41%	44%	48%

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	Percent of Students Scoring at Proficient or Advanced
Group	English- Language Arts	Mathematics	Science	History- Social Science
All Students in the LEA	44%	43%	47%	37%
All Students at the School	60%	42%	73%	73%
Male	56%	47%	79%	66%
Female	64%	38%	69%	79%
Black or African American	48%	38%	58%	67%
American Indian or Alaska Native	0%	0%	0%	0%
Asian	0%	0%	0%	0%
Filipino	0%	0%	0%	0%
Hispanic or Latino	53%	39%	70%	63%
Native Hawaiian or Pacific Islander	0%	0%	0%	0%
White	87%	62%	87%	93%
Two or More Races	67%	39%	64%	67%
Socioeconomically Disadvantaged	49%	34%	65%	65%
English Learners	7%	27%	0%	0%
Students with Disabilities	31%	31%	0%	0%
Students Receiving Migrant Education Services

California Physical Fitness Test Results (School Year 2010–11)

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 Fitness Standards
Grade Level	Four of Six Standards	Five of Six Standards	Six of Six Standards
7	27.00%	17.70%	21.70%

X. Accountability

Academic Performance Index

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

2008

2009

2010

Statewide

n/a

830

812

Similar Schools

n/a

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

Group	Actual API Change 2008–09	Actual API Change 2009–10	Actual API Change 2010–11
All Students at the School	B	-18	0
Black or African American			36
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Native Hawaiian or Pacific Islander
White
Two or More Races	N/D
Socioeconomically Disadvantaged			42
English Learners
Students with Disabilities

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 – 2011 Growth API Comparison

This table displays, by student group, the number of students included in the API and the 2011 Growth API at the school, LEA, and state level.

Group	2011 Growth API
Group	Number of Students	School	Number of Students	LEA	Number of Students	State
All Students at the School	250	812	436,479	728	4,683,676	778
Black or African American	69	767	40,008	678	317,856	696
American Indian or Alaska Native	2		1,516	745	33,774	733
Asian	7		15,777	893	398,869	898
Filipino	5		9,708	847	123,245	859
Hispanic or Latino	91	792	326,969	707	2,406,749	729
Native Hawaiian or Pacific Islander	1		1,278	761	26,953	764
White	35	899	40,392	862	1,258,831	845
Two or More Races	37	836	560	778	76,766	836
Socioeconomically Disadvantaged	146	775	357,369	711	2,731,843	726
English Learners	16	648	214,661	664	1,521,844	707
Students with Disabilities	29	655	55,875	527	521,815	595

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 2010–11)

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