##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal: [Elementary (K-5): Mr. Edward Yue, Middle (6-8): Rev.
John Fong]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the
official records)

Official School Name: [Chinese Christian Schools]{.underline}

(As it should appear in the official records)

School Mailing Address: [750 Fargo Avenue]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(If address is P.O. Box, also include street address)

[San Leandro
California]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_[94579-2104]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 510 ) 351-4957]{.underline} Fax [( 510 ) 351-1789]{.underline}

Website/URL [www.ccs-rams.org]{.underline} Email
[RobinHom@aol.com]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Elementary School Principal's Signature)

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Middle School Principal's Signature)

*Private Schools: If the information requested is not applicable, write
N/A in the space.*

Name of Superintendent [Mr. Robin S. Hom]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District Name [N/A]{.underline} Tel. [( 510 ) 351-4957]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson [Mr. Jack Gin]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

I have reviewed the information in this package, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board President's/Chairperson's Signature)

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: \_\_\_\_\_ Elementary schools

\_\_\_\_\_ Middle schools

\_\_\_\_\_ Junior high schools

\_\_\_\_\_ High schools

\_\_\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> \[ X \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [14]{.underline} Number of years the principal (Superintendent) has
been in her/his position at this school.

> *We only re-organized our school structure and administration to have
> an elementary principal two years ago. We just added the middle school
> principal position this school year. However, our principals were
> selected from the existing administrative team to take on those
> specific responsibilities.*

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students enrolled at each grade level or its equivalent in
applying school:\*

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **K**       39        36                     75           **7**       31        37          68

  **1**       47        39                     86           **8**       40        28          68

  **2**       48        31                     79           **9**\*     21        33          54

  **3**       35        44                     79           **10**\*    31        24          55

  **4**       38        37                     75           **11**\*    26        23          49

  **5**       44        35                     79           **12**\*    16        24          40

  **6**       33        40                     73           Other                             

                                    **TOTAL                                                   880
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

> \* Our school has three divisions: Elementary (K-5), Middle (6-8), and
> High (9-12). This application is only for the Elementary and Middle
> school divisions because we do not have the requisite test data to
> have our high school division apply.

6\. Racial/ethnic composition of [3.1]{.underline} % White

the students in the school: % Black or African American

[0.31]{.underline} % Hispanic or Latino

[96]{.underline} % Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_[2.38]{.underline}\_\_%

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 8
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 9
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        17
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    682
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0.0249
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    2.49%
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: \_
[2.9]{.underline}\_\_%

\_[15-20]{.underline} Total Number Limited English Proficient

Number of languages represented: \_\_\_[3]{.underline}\_\_\_\_

Specify languages: Cantonese, Mandarin, Vietnamese

9\. Students eligible for free/reduced-priced meals: \_
\_[4.5]{.underline}\_\_%

\_\_\_\_\_\_\_\_Total Number Students Who Qualify

> If this method is not a reasonably accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.
>
> *We do not normally have information about family income unless they
> request tuition assistance. This percent is an estimate based on the
> 30 students and 22 families receiving tuition assistance. However, not
> all families that are eligible for free/reduced-price meals apply for
> tuition assistance.*

10\. Students receiving special education services\*:
\_\_\_[1.6]{.underline}\_\_%

\**Our school does not have a special education*
\_\_\_\_[11]{.underline}\_\_Total Number of Students Served

*program but we do work with families in*

*providing accommodations recommended*

*by learning specialists*.

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_[2]{.underline}\_Specific Learning Disability

\_\_[4]{.underline}\_Hearing Impairment \_\_[5]{.underline}\_Speech or
Language Impairment

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) \_\_\_[8]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_[53]{.underline}\_\_\_
\_\_\_\_[2]{.underline}\_\_\_

Special resource teachers/specialists \_\_\_[1]{.underline}\_\_\_
\_\_\_\_[1]{.underline}\_\_\_

Paraprofessionals \_\_\_[8]{.underline}\_\_\_
\_\_\_\_[4]{.underline}\_\_\_

> Support staff \_\_\_[14]{.underline}\_\_ \_\_\_\_[6]{.underline}\_\_\_
>
> Total number \_\_\_[84]{.underline}\_\_ \_\_\_\_[13]{.underline}\_\_

12\. Student-"classroom teacher" ratio: \_\_[13:1]{.underline}\_

13\. Show the attendance patterns of teachers and students. The student
drop-off rate is the difference between the number of entering students
and the number of exiting students from the same cohort. (From the same
cohort, subtract the number of exiting students from the number of
entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. Only middle and high schools need to supply
dropout and drop-off rates.

  ------------------------ ------------ ----------- ----------- ----------- ------------
                           2001-2002    2000-2001   1999-2000   1998-1999   1997-1998

  Daily student            99%          99%         99%         99%         99%
  attendance\*                                                              

  Daily teacher            98%          98%         98%         98%         97%
  attendance\*                                                              

  Teacher turnover rate    3.3%         0.0%        2.8%        4.9%        2.3%

  Student dropout rate     0%           0%          0%          0%          0%

  Student drop-off rate    -0.29%\*\*   0.76%       0.00%       0.18%       -0.92%\*\*
  ------------------------ ------------ ----------- ----------- ----------- ------------

> *\* Our school does not track this information so it is based on a
> random sample of particular dates and a \"best guess\" by our school
> office, which tracks student & teacher absences.*
>
> *\*\* Student drop-off rate is a negative indicating that enrollment
> grew during the school year.*

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2002 are doing as of September 2002. *Note: The high school
program of Chinese Christian Schools is not part of this application.*

  ----------------------------------------------------- ----------------------------
  Graduating class size                                 \_\_[41]{.underline}\_\_\_

  Enrolled in a 4-year college or university            \_\_[75]{.underline}\_%

  Enrolled in a community college                       \_\_[25]{.underline}\_%

  Enrolled in vocational training                       \_\_\_\_\_%

  Found employment                                      \_\_\_\_\_%

  Military service                                      \_\_\_\_\_%

  Other (travel, staying home, etc.)                    \_\_\_\_\_%

  Unknown                                               \_\_\_\_\_%

  **Total**                                             100 %
  ----------------------------------------------------- ----------------------------

**[PART III ‑ SUMMARY]{.underline}**

**Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement and begin the first sentence with the
school's name, city, and state.**

As you enter the campus of Chinese Christian Schools in San Leandro,
California, there is nothing ostentatious or pretentious to alert you to
the fact that you are visiting one of the most unique schools in
America. Your first hint may be the student body, which is 96% Asian and
mostly of Chinese descent. But dig a little deeper and you will find out
that this humble school\'s standardized test scores place it among the
very top in the state. Students regularly win awards in math, spelling,
science, art, and chess. Families battle through 30-40 miles of traffic
each way to attend while others chose to purchase homes just to live
close by. City officials say the school is the primary reason the
Chinese population in San Leandro has doubled in the last 10 years.

So why does this accomplished school have such an understated presence?
You will understand when you read the school motto: \"Transforming Lives
for the Glory of God.\" The school staff will tell you that
transformation takes place from the inside to the outside. Therefore,
the emphasis is on what is happening inside, not on what is showing on
the outside. Moreover, students are taught that achievements are not for
personal aggrandizement, but opportunities to assist and elevate others,
reach new heights and frontiers, and bring Glory to God.

The school itself is an example of transformation, opening in 1979 with
just 13 elementary students in two rented apartments located in central
Oakland, California. The apartment living rooms and bedrooms served as
classrooms, the kitchens were the work areas, dining nooks were office
areas, and the driveway was the playground. Word quickly spread that
despite outward appearances, amazing things were happening at Chinese
Christian Schools. By 1984, all five apartments in the complex were used
for classrooms and almost 300 K-12^th^ grade students were in
attendance. In 1985, the school moved to a rented elementary school in
San Leandro, a suburb just south of Oakland. Since that time, the school
has had to double classroom and playground space to handle a three-fold
increase in students. This fall, despite the local downturn in the
economy, the school will finish construction on a much-needed second
campus with 33,000 square feet of classrooms on 8 acres of undeveloped
land.

Student accomplishments and awards are numerous and come from events
such as the Bay Area Science Fair, Regional Spelling Bees, Math
Olympics, and the Alameda County Fair. The award-winning Marching Units
have been ranked tops in Northern California several times and regularly
perform throughout the Bay Area. Student groups regularly conduct
projects to benefit local food banks, senior centers, homeless shelters,
crisis pregnancy centers, police and fire departments, libraries,
battered women\'s shelters, blind centers, recycling centers, and
special education schools.

A family atmosphere pervades the campus. Students from grades
Kindergarten through 12^th^ ride on the same school buses, share the
same campus facilities, and study in close proximity to each other. As
an example of mutual cooperation and support, older students serve as
reading buddies and campus monitors to assist younger students. A
positive learning environment, where students are safe and secure
physically and emotionally, gives students the freedom to grow, expand
their horizons, and explore.

The continuous and ongoing transformation of young lives is readily
apparent at Chinese Christian Schools. However, you will not see it in
fancy buildings or ostentatious banners. You will see it in the lives of
accomplished and achieving students who have learned to use their
talents to serve and help others in their community.

**[PART IV -- INDICATORS OF ACADEMIC SUCCESS]{.underline}**

1.  **Report the school's assessment results in reading (language arts
    or English) and mathematics for at least the last three years for
    all grades tested using either state tests or assessments referenced
    against national norms at a particular grade. For formatting, use
    the sample tables (no charts or graphs) at the end of this
    application. Present data for all grades tested for all standardized
    state assessments and assessments referenced against national norms
    administered by the school. If at least 90 percent of the students
    take the SAT or ACT, high schools should include the data. If fewer
    than 90 percent of the students in the appropriate classes take the
    SAT or ACT, *do not report the data.* Limit the narrative to one
    page.**

All Chinese Christian Schools students in grades Kindergarten through
9^th^ take the Stanford 9 test in April of each school year (starting
this year, the Stanford 10). The last three years\' test data for grades
Kindergarten through 8^th^ are included with the application.

> **a. Disaggregate the data for any ethnic/racial or socioeconomic
> groups that comprise sufficient numbers to be statistically
> significant (generally 10 percent or more of the student body of the
> school). Show how all subgroups of students achieve at high levels or
> improve dramatically in achievement for at least three years. Explain
> any disparity among subgroups.**
>
> Since the school does not keep economic data on students and 96% are
> of Asian descent, there are no subgroups to report. However, test data
> show that the vast majority of students (94.3%) score in the upper two
> quartiles (50th percentile and above) nationally. Since our school
> accepts anyone who can benefit from our program, this confirms our
> core belief that all students can achieve and embodies the commitment
> of our staff to insure there is no child left behind.
>
> **b. Specify which groups, if any, are excluded from a test, the
> reasons for the exclusion, as well as the number and percentage of
> students excluded. Describe how these students are assessed.**

No student is excluded from taking the test in grades Kindergarten
through 9th. Students that are absent are given make up test
administrations the following week.

> **c. Attach all test data to the end of this application and continue
> to number the pages consecutively.**

2.  **Show in one-half page (approximately 200 words) how the school
    uses assessment data to understand and improve student and school
    performance.**

All entering students take a standardized test for placement purposes to
insure they are ready to enter their requested grade level. In addition
to the Stanford 9 test every Spring, every student in grades 6th - 12th
participate in the University of California Math Diagnostic Testing
Program at the beginning and end of the school year to assess math
readiness and progress. Every student also participates in the
Accelerated Reader program throughout the school year as a means of
ongoing assessment in reading comprehension

All standardized test results and school reports (including college
admissions and AP tests) are reviewed by the Academics Director,
Academics Advisor, high school counselors, and appropriate grade level
administrators. Student scores are examined to assess whether specific
areas of weakness can be identified. Staff has participated in several
in-service sessions on how to properly interpret test data so they can
adjust their instruction to their students\' needs. In addition, test
results are considered in determining a student\'s classes and schedule
in the future.

Similarly, systematic trends are sought to determine if broader areas of
improvement are needed. Based on reading comprehension scores, we moved
from a Christian publisher to Open Court for reading, sent all of our
staff for training in literature-based writing through the Bay Area
Writing Project, and purchased the Accelerated Reader program. Poor
student performance on the UC Math Diagnostic Test is why we refuse to
recognize student credits for community college math classes taken over
the summer; students were not getting close to a year\'s equivalent of
instruction despite earning the units. We also use longitudinal studies
as a way of assessing how well our teachers and curricula are preparing
students.

Since we have such an extensive array of student test data from a
variety of sources, very few academic program decisions, either at the
student or school level, are made without consultation and support from
standardized assessment data.

3.  **Describe in one-half page how the school communicates student
    performance, including assessment data, to parents, students, and
    the community.**

The results of all standardized tests are reported to parents and
students. Report cards are sent home quarterly and progress reports sent
home mid-quarter to inform parents of student progress and performance.
A mandatory parent-teacher conference is held at school to deliver and
go over the first report card. Student test scores by grade are included
in school literature, given to parents and prospective school families,
and are published in local papers. Student accomplishments are published
on our web site and in our monthly newsletter that is circulated
throughout the school and local community.

Every teacher is accessible to parents through voicemail, email, and
message pouches in student planners. The school is currently installing
and implementing the PowerSchool administrative software so parents can
have instant and constant access to student grades and assignments
through the Internet. Parent access is scheduled to begin this year
during the 4^th^ quarter.

4.  **Describe in one-half page how the school will share its successes
    with other schools.**

Chinese Christian Schools is uniquely positioned to share its successes
with other schools, both public and private. The Association of
Christian Schools International (ACSI) recognized the school last year
as an Exemplary School Program. CCS was featured recently in two
national education publications and it has a seat on the ACSI
Urban/Minority Leadership Council. The school\'s superintendent, an
attorney who used to work for the Christian Law Association, still
advises local schools and educators on legal, administrative, and
operational issues.

Chinese Christian Schools is also in the process of becoming an
extension campus for the Biola University Graduate School of Education.
The school already hosts graduate level classes in Education and
becoming an extension campus will allow the school to host programs
leading to a California credential or Master\'s degree in Education.
School administrators regularly serve on accreditation teams (e.g. five
this academic year) for ACSI and the Western Association of Schools and
Colleges (WASC). CCS teachers regularly present at ACSI conventions and
serve as consultants to other local schools and educational
organizations.

The school has membership in three local Chambers of Commerce, works in
cooperation with the Lion\'s Club and Rotaries International, and
participates in numerous functions with local educational, civic, and
public benefit organizations. Chinese Christian Schools has the
opportunity to share its successes with other schools through numerous
formal and informal means of communication. The school staff has shown a
commitment to raising the quality of education locally and nationally
and freely shares whatever successes and help it can offer to other
educators and schools.

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

1.  **Describe in one page the school's curriculum, including foreign
    languages (foreign language instruction is an eligibility
    requirement for middle, junior high, and high schools), and show how
    all students are engaged with significant content, based on high
    standards.**

The curriculum at Chinese Christian Schools is comprehensive in scope,
college preparatory in complexity, Christian in philosophy, and Chinese
in culture. Instruction is designed to help students develop to their
full potential in all areas of life and study, with the underlying
premise that all students can advance to post-secondary education. The
school\'s 100% college matriculation rate and 0% drop out rate is the
natural outgrowth of this core value.

All K-8^th^ students follow a course of study that includes a core of
seven solid subjects: language arts, math, science, history, Chinese
(Cantonese in K-5^th^ and Mandarin in grades 6^th^-12^th^), Bible, and
physical education. In addition, every student takes music, computer
science, or art for at least one grading period each.

The course of study is intense in order to prepare students for honors
level secondary classes. Over two-thirds will take an Honors or AP class
in high school and 25%-35% will concurrently attend college before high
school graduation. 8^th^ grade students begin taking high school level
classes in Mandarin, Math, and History.

2.  **(Elementary Schools) Describe in one-half page the school's
    reading curriculum, including a description of why the school chose
    this particular approach to reading.**

In kindergarten and first grades, students are introduced to the
Spalding Phonics system, also known as the \"Writing Road to Reading.\"
Students learn phonograms and rules of spelling and pronunciation in
order to begin reading. They start reading from limited vocabulary books
after a few weeks in school. This phonics system works well with our
student population because we have an all-day kindergarten so we can
spend more time on phonics, plus many of our students do not speak
English at home. The systematic and incremental approach is slow and
cumbersome for some students, but very much needed for others. Those
that can already read are encouraged to move ahead in separate reading
circles.

In the elementary grades, we have adopted the Open Court readers for
their rich content, emphasis on reading strategies, and teacher\'s helps
in extending lessons. This is the second year since we adopted Open
Court and our teachers have benefited from the publisher\'s in-service
training and various seminars on its implementation. In grades 3^rd^
through 5^th^, students are given two additional whole works to study.

In the middle school, Language Arts is combined with History and Bible
to provide opportunities for reading and writing across the curriculum.
Students read at least 3-4 whole works for literature along with a
reading anthology or collection of short stories. Middle school students
are expected to read approximately 1,400-2,000 pages of literature each
year. To assist in reaching this goal, students are assigned one
sustained silent reading period and one library period each week.

Every student also participates in the Accelerated Reader program.
Students are required to earn points by passing tests on books they read
independently. Points are assigned based on the length and reading level
of the book. Students also participate in reading programs such as
\"Book-It\" (sponsored by Pizza Hut), \"Bonus Bucks for Reading\"
(sponsored by the Alameda Newspaper Group), and the Summer Reading
Program (sponsored by the San Leandro City Library). We have established
a \"Reading Buddies\" program where middle school students read stories
with our Kindergarten students and our 2^nd^ grade has reading days
where students read all day and have stories read to them by visiting
parents and special guests.

The overall message we send our students is that reading is fun, reading
is important, and reading can open vast new horizons limited only by our
imagination.

3.  **Describe in one-half page one other curriculum area of the
    school's choice and show how it relates to essential skills and
    knowledge based on the school's mission.**

The Chinese language program begins with Cantonese in Kindergarten
through 5^th^ grades. Students are trained how to speak, read, and write
using traditional character sets. The elementary curriculum was designed
and written by our staff several years ago and starts with vocabulary
sets based on commonly seen people and objects (e.g. family members,
household furnishings, body parts, etc.). As the student advances,
vocabulary sets cover various topics, locations, or situations (e.g. a
day in school, going to a restaurant, visiting relatives, etc.).

In middle school, the students switch to Mandarin. They again begin with
introductory words and phrases. Although the written language is the
same, students now learn the pinyin form of Romanization. In 8^th^
grade, students start their first year of high school Mandarin using the
*Integrated Chinese* series, the most popular Mandarin curricula in
colleges and high schools today. They will continue their studies for
three more years with the opportunity to take Mandarin Honors at the end
of the sequence.

Teaching the Chinese language is a key component in the school\'s effort
to teach appreciation for the Chinese culture and heritage. From
teaching Cantonese and Mandarin, it is easy to springboard into teaching
Chinese customs, history, literature, geography, and cuisine. It also
prepares students to communicate with their families, people of their
own heritage, and be of service to those in their own community.

4.  **Describe in one-half page the different instructional methods the
    school uses to improve student learning.**

Instruction is not limited to the classroom. Lower elementary students
average 30 minutes of homework a night, middle elementary 60 minutes,
upper elementary 90 minutes, and middle school students average 1.5-2.5
hours of homework per night. Students are also involved in numerous
projects, competitions, outings, and excursions throughout the school
year: science projects, speech contest, spelling bees, math olympics,
art contests, outdoor education, educational travel, drama productions,
service projects, science labs and observations, etc.

Textbooks, resources, and curricula are chosen for their ability to
develop higher order thinking skills. Some of the teaching techniques
employed include math manipulatives, phonics, literature-based writing,
writing across the curriculum, rubrics, document-based questions,
PowerPoint presentations, graphic organizers, Socratic questioning,
hands-on science, and open ended questioning. Direct instruction with a
high percentage of time on task is still the emphasis, although teachers
do use cooperative learning strategies, peer editing, journals, group
work, self assessment, oral reports, portfolios, discussion and debate,
research projects, and other means as appropriate.

The goal of the curriculum is to achieve a balance between knowledge
(facts), wisdom (application), and understanding (experiences). As a
school, we are committed to use any and all proven methods of
instruction in order to help our students succeed. We are open to
innovative approaches and accommodate the individual preferences of
students and teachers as much as possible. We always work closely with
parents to keep students accountable and we provide a secure and
supportive environment for learning.

5.  **Describe in one-half page the school's professional development
    program and its impact on improving student achievement.**

> Continuous professional and personal development is a core value at
> Chinese Christian Schools. The Scriptures teach that students shall be
> no greater than their teacher, so we view staff improvement as vital
> to student improvement. We require professional and personal
> development for all teaching staff every year and we subsidize the
> cost to send teachers to seminars, conventions, classes, and training.
> To facilitate teachers who wish to pursue a credential, we established
> a partnership program with a Christian college in southern California
> several years back and we are now seeking to be an extension campus so
> we can offer the whole program on our site.
>
> Professional in-service starts the first two weeks teachers return
> every school year and there are additional in-service days every other
> month. We also have a well-stocked teacher\'s reference library,
> videotape library of previous in-service sessions, and a teacher
> induction and mentoring program for all new teachers. Through
> in-service, we have trained our teachers to properly interpret
> standardized test scores, use math manipulatives, achieve writing
> across the curriculum, develop Socratic questioning skills, resolve
> student conflicts, conduct more effective parent-teacher conferences,
> assign homework more productively, implement hands-on science, and
> employ numerous other teaching methodologies and strategies.
>
> The staff at Chinese Christian Schools excels at being diligent, hard
> working, and passionate abut their responsibilities. Professional
> development has helped them to \"work smarter, not harder:\" to
> achieve student learning more efficiently and productively so it can
> be more of a joy and less of a burden on everyone.

**[PART VI - PRIVATE SCHOOL ADDENDUM]{.underline}**

*The purpose of this addendum is to obtain additional information from
private schools as noted below. Attach the completed addendum to the end
of the application, before the assessment data.*

Private school association(s): [Association for Christian Schools
International (ACSI)]{.underline}

(Give primary religious or independent association only)

Does the school have nonprofit, tax exempt (501(c)(3)) status? Yes
\_\_[X]{.underline}\_\_\_

No \_\_\_\_\_\_

**Part II ‑ Demographics**

1\. What are the 2001-2002 tuition rates, by grade? (Do not include
room, board, or fees.)

  ------------------- ----------------- ----------------- -----------------
                      **First Child**   **Second Child**  **Third Child**

  **Kindergarten -    \$ 4500           \$ 3600           \$ 2850
  5^th^**                                                 

  **6^th^ - 8^th^     \$ 4800           \$ 3900           \$ 3150
  Grades**                                                
  ------------------- ----------------- ----------------- -----------------

2\. What is the educational cost per student? \$\_[4,157 ]{.underline}

(School budget divided by enrollment)

3\. What is the average financial aid per student?\*
\$\_[69.00]{.underline}\_

\* The average student who receives financial aid receives a

package worth \$1818.

4\. What percentage of the annual budget is devoted to [\_\_
\~2.0]{.underline}%

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction?
\_\_[4-5    ]{.underline}%

**[Chinese Christian Schools]{.underline}**

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade\_\_\_[K]{.underline}\_\_\_\_\_ Test\_\_\_\_\_\_\_\_\_[Stanford
Achievement Test]{.underline}\_\_\_\_\_\_\_\_\_

Edition/publication year\_[9^th^ Edition]{.underline} Publisher
\_\_\_\_[Harcourt Brace]{.underline} \_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_[No students were\_\_\_]{.underline}

\_\_[excluded from
testing.\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_[XX]{.underline}\_

  -------------------------------- ------------ ------------ ------------
                                   2001-2002    2000-2001    1999-2000

  Testing month - April                                      

  **SCHOOL SCORES**                                          

  Total Reading Score              97           95           95

  Total Math Score                 83           83           80

  Total Language Score                                       

  Total Battery Score              87           85           85

  75^6h^-99^th^ percentile         62           55           57

  51^st^-75^th^ percentile         19           23           20

  26^th^-50^th^ percentile         1            4            2

  1^st^-25^th^ percentile                                    

  Number of students tested        82           82           79

  Percent of total students tested 100%         100%         100%

  Number of students excluded      0            0            0

  Percent of students excluded     0%           0%           0%
  -------------------------------- ------------ ------------ ------------

\* Chinese Christian Schools has administered the Stanford 9 since April
2000. In previous years, we used the

California Achievement Test .

**[Chinese Christian Schools]{.underline}**

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade\_\_\_[1st]{.underline}\_\_\_\_\_ Test\_\_\_\_\_\_\_\_\_[Stanford
Achievement Test]{.underline}\_\_\_\_\_\_\_\_\_

Edition/publication year\_[9^th^ Edition]{.underline} Publisher
\_\_\_\_[Harcourt Brace]{.underline} \_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_[No students were\_\_ \_\_]{.underline}

\_\_[excluded from
testing.\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_[XX]{.underline}\_

  -------------------------------- ------------ ------------ ------------
                                   2001-2002    2000-2001    1999-2000

  Testing month - April                                      

  **SCHOOL SCORES**                                          

  Total Reading Score              94           92           89

  Total Math Score                 86           85           85

  Total Language Score             90           85           80

  Total Battery Score              89           86           84

  75^6h^-99^th^ percentile         68           66           19

  51^st^-75^th^ percentile         11           15           36

  26^th^-50^th^ percentile         2            3            26

  1^st^-25^th^ percentile                                    3

  Number of students tested        81           84           84

  Percent of total students tested 100%         100%         100%

  Number of students excluded      0            0            0

  Percent of students excluded     0%           0%           0%
  -------------------------------- ------------ ------------ ------------

\* Chinese Christian Schools has administered the Stanford 9 since April
2000. In previous years, we used the

California Achievement Test .

**[Chinese Christian Schools]{.underline}**

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade\_\_\_[2nd]{.underline}\_\_\_\_\_ Test\_\_\_\_\_\_\_\_\_[Stanford
Achievement Test]{.underline}\_\_\_\_\_\_\_\_\_

Edition/publication year\_[9^th^ Edition]{.underline} Publisher
\_\_\_\_[Harcourt Brace]{.underline} \_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_[No students were\_\_ \_\_]{.underline}

\_\_[excluded from
testing.\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_[XX]{.underline}\_

  -------------------------------- ------------ ------------ ------------
                                   2001-2002    2000-2001    1999-2000

  Testing month - April                                      

  **SCHOOL SCORES**                                          

  Total Reading Score              82           76           76

  Total Math Score                 88           88           91

  Total Language Score             79           76           73

  Total Battery Score              83           80           80

  75^6h^-99^th^ percentile         62           48           42

  51^st^-75^th^ percentile         14           31           26

  26^th^-50^th^ percentile         6            2            3

  1^st^-25^th^ percentile                                    

  Number of students tested        82           81           71

  Percent of total students tested 100%         100%         100%

  Number of students excluded      0            0            0

  Percent of students excluded     0%           0%           0%
  -------------------------------- ------------ ------------ ------------

\* Chinese Christian Schools has administered the Stanford 9 since April
2000. In previous years, we used the

California Achievement Test .

**[Chinese Christian Schools]{.underline}**

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade\_\_\_[3rd]{.underline}\_\_\_\_\_ Test\_\_\_\_\_\_\_\_\_[Stanford
Achievement Test]{.underline}\_\_\_\_\_\_\_\_\_

Edition/publication year\_[9^th^ Edition]{.underline} Publisher
\_\_\_\_[Harcourt Brace]{.underline} \_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_[No students were\_\_ \_\_]{.underline}

\_\_[excluded from
testing.\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_[XX]{.underline}\_

  -------------------------------- ------------ ------------ ------------
                                   2001-2002    2000-2001    1999-2000

  Testing month - April                                      

  **SCHOOL SCORES**                                          

  Total Reading Score              79           77           77

  Total Math Score                 94           91           90

  Total Language Score             86           88           87

  Total Battery Score              86           85           84

  75^6h^-99^th^ percentile         57           59           53

  51^st^-75^th^ percentile         15           18           20

  26^th^-50^th^ percentile                      2            1

  1^st^-25^th^ percentile                                    

  Number of students tested        72           79           75

  Percent of total students tested 100%         100%         100%

  Number of students excluded      0            0            0

  Percent of students excluded     0%           0%           0%
  -------------------------------- ------------ ------------ ------------

\* Chinese Christian Schools has administered the Stanford 9 since April
2000. In previous years, we used the

California Achievement Test .

**[Chinese Christian Schools]{.underline}**

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade\_\_\_[4th]{.underline}\_\_\_\_\_ Test\_\_\_\_\_\_\_\_\_[Stanford
Achievement Test]{.underline}\_\_\_\_\_\_\_\_\_

Edition/publication year\_[9^th^ Edition]{.underline} Publisher
\_\_\_\_[Harcourt Brace]{.underline} \_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_[No students were\_\_ \_\_]{.underline}

\_\_[excluded from
testing.\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_[XX]{.underline}\_

  -------------------------------- ------------ ------------ ------------
                                   2001-2002    2000-2001    1999-2000

  Testing month - April                                      

  **SCHOOL SCORES**                                          

  Total Reading Score              78           75           72

  Total Math Score                 87           81           84

  Total Language Score             88           85           85

  Total Battery Score              81           77           77

  75^6h^-99^th^ percentile         53           39           14

  51^st^-75^th^ percentile         28           28           28

  26^th^-50^th^ percentile         4            6            11

  1^st^-25^th^ percentile                                    1

  Number of students tested        85           73           56

  Percent of total students tested 100%         100%         100%

  Number of students excluded      0            0            0

  Percent of students excluded     0%           0%           0%
  -------------------------------- ------------ ------------ ------------

\* Chinese Christian Schools has administered the Stanford 9 since April
2000. In previous years, we used the

California Achievement Test .

**[Chinese Christian Schools]{.underline}**

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade\_\_\_[5th]{.underline}\_\_\_\_\_ Test\_\_\_\_\_\_\_\_\_[Stanford
Achievement Test]{.underline}\_\_\_\_\_\_\_\_\_

Edition/publication year\_[9^th^ Edition]{.underline} Publisher
\_\_\_\_[Harcourt Brace]{.underline} \_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_[No students were\_\_ \_\_]{.underline}

\_\_[excluded from
testing.\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_[XX]{.underline}\_

  -------------------------------- ------------ ------------ ------------
                                   2001-2002    2000-2001    1999-2000

  Testing month - April                                      

  **SCHOOL SCORES**                                          

  Total Reading Score              85           81           78

  Total Math Score                 93           90           88

  Total Language Score             92           88           81

  Total Battery Score              86           83           80

  75^6h^-99^th^ percentile         56           40           48

  51^st^-75^th^ percentile         16           17           31

  26^th^-50^th^ percentile         1                         4

  1^st^-25^th^ percentile                                    1

  Number of students tested        73           57           84

  Percent of total students tested 100%         100%         100%

  Number of students excluded      0            0            0

  Percent of students excluded     0%           0%           0%
  -------------------------------- ------------ ------------ ------------

\* Chinese Christian Schools has administered the Stanford 9 since April
2000. In previous years, we used the

California Achievement Test .

**[Chinese Christian Schools]{.underline}**

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade\_\_\_[6th]{.underline}\_\_\_\_\_ Test\_\_\_\_\_\_\_\_\_[Stanford
Achievement Test]{.underline}\_\_\_\_\_\_\_\_\_

Edition/publication year\_[9^th^ Edition]{.underline} Publisher
\_\_\_\_[Harcourt Brace]{.underline} \_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_[No students were\_\_ \_\_]{.underline}

\_\_[excluded from
testing.\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_[XX]{.underline}\_

  -------------------------------- ------------ ------------ ------------
                                   2001-2002    2000-2001    1999-2000

  Testing month - April                                      

  **SCHOOL SCORES**                                          

  Total Reading Score              84           85           87

  Total Math Score                 91           91           88

  Total Language Score             85           80           86

  Total Battery Score              85           84           84

  75^6h^-99^th^ percentile         55           55           44

  51^st^-75^th^ percentile         14           22           11

  26^th^-50^th^ percentile                      2            2

  1^st^-25^th^ percentile                       1            

  Number of students tested        69           80           57

  Percent of total students tested 100%         100%         100%

  Number of students excluded      0            0            0

  Percent of students excluded     0%           0%           0%
  -------------------------------- ------------ ------------ ------------

\* Chinese Christian Schools has administered the Stanford 9 since April
2000. In previous years, we used the

California Achievement Test .

**[Chinese Christian Schools]{.underline}**

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade\_\_\_[7th]{.underline}\_\_\_\_\_ Test\_\_\_\_\_\_\_\_\_[Stanford
Achievement Test]{.underline}\_\_\_\_\_\_\_\_\_

Edition/publication year\_[9^th^ Edition]{.underline} Publisher
\_\_\_\_[Harcourt Brace]{.underline} \_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_[No students were\_\_ \_\_]{.underline}

\_\_[excluded from
testing.\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_[XX]{.underline}\_

  -------------------------------- ------------ ------------ ------------
                                   2001-2002    2000-2001    1999-2000

  Testing month - April                                      

  **SCHOOL SCORES**                                          

  Total Reading Score              83           80           78

  Total Math Score                 94           95           91

  Total Language Score             88           86           81

  Total Battery Score              86           86           81

  75^6h^-99^th^ percentile         37           48           23

  51^st^-75^th^ percentile         24           6            4

  26^th^-50^th^ percentile         11           2            2

  1^st^-25^th^ percentile          6                         

  Number of students tested        61           58           59

  Percent of total students tested 100%         100%         100%

  Number of students excluded      0            0            0

  Percent of students excluded     0%           0%           0%
  -------------------------------- ------------ ------------ ------------

\* Chinese Christian Schools has administered the Stanford 9 since April
2000. In previous years, we used the

California Achievement Test .

**[Chinese Christian Schools]{.underline}**

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade\_\_\_[8th]{.underline}\_\_\_\_\_ Test\_\_\_\_\_\_\_\_\_[Stanford
Achievement Test]{.underline}\_\_\_\_\_\_\_\_\_

Edition/publication year\_[9^th^ Edition]{.underline} Publisher
\_\_\_\_[Harcourt Brace]{.underline} \_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_[No students were\_\_ \_\_]{.underline}

\_\_[excluded from
testing.\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_[XX]{.underline}\_

  -------------------------------- ------------ ------------ ------------
                                   2001-2002    2000-2001    1999-2000

  Testing month - April                                      

  **SCHOOL SCORES**                                          

  Total Reading Score              80           75           80

  Total Math Score                 96           94           91

  Total Language Score             86           84           84

  Total Battery Score              86           82           83

  75^6h^-99^th^ percentile         28           38           37

  51^st^-75^th^ percentile         24           16           11

  26^th^-50^th^ percentile         7            4            6

  1^st^-25^th^ percentile          2                         

  Number of students tested        61           58           54

  Percent of total students tested 100%         100%         100%

  Number of students excluded      0            0            0

  Percent of students excluded     0%           0%           0%
  -------------------------------- ------------ ------------ ------------

\* Chinese Christian Schools has administered the Stanford 9 since April
2000. In previous years, we used the

California Achievement Test .