##### U.S. Department of Education September 2003

**2003-2004 No Child Left Behind---Blue Ribbon Schools Program**

Cover Sheet

Name of Principal: [Dr. Daniel Stepenosky]{.underline}

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

Official School Name: [Beverly Hills High School]{.underline}

(As it should appear in the official records)

School Mailing Address: [241 Moreno Drive]{.underline}

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

[Beverly Hills CA 90212-3698]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(310) 551-5100 X 8300 Fax (310) 551-5129]{.underline}

Website/URL
[www.bhhs.beverlyhills.k12.ca.us](http://www.bhhs.beverlyhills.k12.ca.us/)
E-mail: <dstepenosky@bhusd.k12.ca.us>

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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent: [Mr. Jeffrey Hubbard]{.underline}

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

District Name [Beverly Hills Unified School District]{.underline} Tel.
[(310) 551-5100 X 2210]{.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 [Dr. Myra Demeter]{.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 I ‑ ELIGIBILITY CERTIFICATION

\[Include this page in the school's application as page 2.\]

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office of Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2003-2004 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 1998.

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

All data are the most recent year available.

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

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

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

[1]{.underline} High schools

[4]{.underline} Other (Briefly explain) (K-8)

[5]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$8,649.59 (2002-2003)]{.underline}

Average State Per Pupil Expenditure: [\$6,770.00 (2001-2002 - latest
version on CDE website)]{.underline}

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\. [1]{.underline} Number of years the principal has been in his
position at this school.

[14]{.underline} 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 Total
              Males   Females              Total                  Males    Females   

                                                                                     

                                                                                     

                                                        9         269      258       [527]{.mark}

  []{.mark}                                             10        277      301       [578]{.mark}

  []{.mark}                                             11        258      296       [554]{.mark}

  []{.mark}                                             12        234      241       [475]{.mark}

  []{.mark}                                             Other     1                  [1]{.mark}

  []{.mark}                     TOTAL                                                2,135
                                STUDENTS                                             
                                IN THE                                               
                                APPLYING                                             
                                SCHOOL                                               
  ----------- ------- --------- ---------- --------- -- --------- -------- --------- --------------

6\. Racial/ethnic composition of [73 % White]{.underline}

the students in the school: [5 % Black or African American]{.underline}

[4 % Hispanic or Latino]{.underline}

[16 % Asian/Pacific Islander]{.underline}

[0 % American Indian/Alaskan Native]{.underline}

[1 % Filipino]{.underline}

[1 % Multiple or No Response]{.underline}

[100 % Total]{.underline}

7\. Student turnover, or mobility rate, during the past year:
[7%]{.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 60
              to the school after October 1      
              until the end of the year.         

  \(2\)       Number of students who transferred 94
              from the school after October 1    
              until the end of the year.         

  \(3\)       Subtotal of all transferred        154
              students \[sum of rows (1) and     
              (2)\]                              

  \(4\)       Total number of students in the    2176
              school as of October 1             

  \(5\)       Subtotal in row (3) divided by     0.07
              total in row (4)                   

  \(6\)       Amount in row (5) multiplied by    7
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school [5]{.underline} %

[115]{.underline} Total Number Limited English Proficient

Number of languages represented: [16]{.underline}

Specify languages: Cantonese Korean

Croatian Mandarin

Farsi Mongolian

French Russian

Hebrew Spanish

Indonesian Tagalog

Italian Thai

Japanese Vietnamese

9\. Students eligible for free/reduced-priced meals: [4 %]{.underline}

[85]{.underline} Total Number Students Who Qualify

> If this method does not produce 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.

10\. Students receiving special education services: [7 %]{.underline}

[158]{.underline} Total Number of Students Served

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

[3]{.underline} Autism [5]{.underline} Orthopedic Impairment

[1]{.underline} Deafness [50]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [64]{.underline} Specific Learning
Disability

[2]{.underline} Hearing Impairment [23]{.underline} Speech or Language
Impairment

[2]{.underline} Mental Retardation [0]{.underline} Traumatic Brain
Injury

[8]{.underline} Multiple Disabilities [0]{.underline} Visual
Impairment/Blindness

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

    Number of Staff

Full-time Part-Time

Administrator(s) [4]{.underline} [4]{.underline}

Classroom teachers [93]{.underline} [20]{.underline}

Special resource teachers/specialists [9]{.underline} [1]{.underline}

Paraprofessionals [4]{.underline} [15]{.underline}

> Support staff [39]{.underline} [9]{.underline}
>
> Total number [149]{.underline} [49]{.underline}

12\. Average school student-"classroom teacher" ratio:
[26.5]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. 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 rates and only high schools need to supply drop-off rates.)

  --------------------- --------------- --------------- --------------- --------------- ---------------
                        **2002-2003**   **2001-2002**   **2000-2001**   **1999-2000**   **1998-1999**

  Daily student         96.29%          96.12%          96.42%          96.25%          97.73%
  attendance                                                                            

  Daily teacher         97.01%          96.05%          96.50%          96.20%          96.67%
  attendance                                                                            

  Teacher turnover rate 11.90%          13.6%           21.10%          12.60%          13.00%

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

  Student drop-off rate \*6.86%         3.60%           2.27%           4.48%           3.38%
  --------------------- --------------- --------------- --------------- --------------- ---------------

**Disparity between the drop-out and the drop-off rates:** Students
enrolled in BHHS the last day of each school year were subtracted from
the students registered for enrollment on the first day of school in
September of that school year. The September number includes
pre-registered BHUSD middle school students and out-of-district students
who never actually enrolled. It generally requires about a month to
check with those families and delete the students from our records. The
remainder of the difference is a result of students who were enrolled in
BHHS but left to attend school elsewhere.

\* The increase in 2002-2003 was probably attributable to the highly
publicized lawsuit and enormous adverse publicity surrounding air
quality issues related to the oil well on the BHHS campus. In spite of
extensive testing by the AQMD and other agencies that verified safe air
quality conditions, it was a very difficult issue for the community,
resulting in fewer than anticipated middle school enrollees and the
withdrawal of some families who had intended to enroll from other
districts.

14\. (High Schools Only) Show what the students who graduated in spring
2003 are doing as of September 2003.

+------------------------------------------------+---------------------+
| Graduating class size                          | [489]{.underline}   |
+------------------------------------------------+---------------------+
| Enrolled in a 4-year college or university     | > [53]{.underline}  |
|                                                | > %                 |
+------------------------------------------------+---------------------+
| Enrolled in a community college                | > [45]{.underline}  |
|                                                | > %                 |
+------------------------------------------------+---------------------+
| Enrolled in vocational training                | > [1]{.underline} % |
+------------------------------------------------+---------------------+
| Found employment                               | [1]{.underline} %   |
+------------------------------------------------+---------------------+
| Military service                               | > [0]{.underline} % |
+------------------------------------------------+---------------------+
| Other (travel, staying home, etc.)             | [1]{.underline} %   |
+------------------------------------------------+---------------------+
| Unknown                                        | > [0]{.underline} % |
+------------------------------------------------+---------------------+
| Total                                          | > [100              |
|                                                | > %]{.underline}    |
+------------------------------------------------+---------------------+

**PART III -- SUMMARY**

Beverly Hills High School, nestled in the western section of Los
Angeles, California, is located in a suburban, residential community of
32,000 people. Within a ten-mile radius, the city is surrounded by a
large cosmopolitan area offering an extensive array of cultural events,
academic institutions, athletic venues, and entertainment choices.
Founded in 1928, BHHS is a four-year, college-oriented public high
school serving 2,135 students who represent a rich diversity of
backgrounds and experiences. In 2003-2004, approximately 22.6% of our
students are foreign born. These students come to us from 49 foreign
countries, most heavily represented by 141 from Iran; 84 from Korea; 53
from Israel, and 38 from Russia and the Ukraine. Approximately 47% of
our students have a home language other than English. In addition, in
agreement with the Los Angeles Unified School District, BHHS accepts up
to 150 out-of-district, ethnically diverse students as part of our
Diversity Program. Multiculturalism in our student body is represented
throughout the academic and extra-curricular programs.

"The mission of the Beverly Hills Unified School District, the heart of
our city's pride and excellence, is to ensure that our students are
humane, thinking, productive citizens through an educational system
characterized by state-of-the-art technology; a dynamic
interdisciplinary curriculum; student-centered active learning; respect
for diversity; strong parent and community involvement; and a nurturing
environment where all share a common purpose and a joy of learning." In
1993, a Planning Team of 29 members representing the schools and the
larger community developed a Strategic Plan that articulated the above
mission statement, along with its defining beliefs, objectives,
policies, and strategies. Over 200 people from all segments of the
schools and community then developed the central mission. Specific
action plans created in 1995 were evaluated in 1999 and updated in 2002.

In addition to these district actions, the 2000-2001 WASC accreditation
cycle engaged the entire high school staff, along with approximately 25
community members and 45 students, in the development of 3 Expected
Schoolwide Learning Results (ESLR's) and 5 action plans embodying all of
the identified reform components in Strategic Plan 2000 Plus. These 3
ESLR's and 5 action plans have focused the actions of the entire school
community on what students should know and be able to do upon
graduation.

Community support for education has been a long-standing tradition that
has enabled Beverly Hills High School to maintain excellent academic and
extra-curricular programs. The Joint Powers Agreement between the city
of Beverly Hills and the school district provides \$6.6 million annually
to the schools. Community partners, such as the Beverly Hills Education
Foundation and the Maple Counseling Center, also provide invaluable
support services for student success.

Outstanding and widely honored programs such as Advanced Placement,
English Learners, Special Education, Performing Arts, Technical Arts,
Athletics, and ROP combine with an exemplary core curriculum and reflect
the training and talents of the teachers, as well as the remarkable
facilities and resources available on campus. Our students have access
to hands-on training and performance opportunities in performing arts,
architecture, broadcasting, journalism, and athletics.

With a student-counselor ratio of 267-1, the Guidance Department at BHHS
facilitates an integrated program that consists of academic counseling,
guidance curriculum, individualized student planning, and support
systems designed to help students steer an appropriate path through high
school.

In addition to high achievement on the California STAR tests, BHHS
students have excelled in other nationally-normed tests. In 2003, 20% of
our students took Advanced Placement exams; 80% of the 436 students who
took 961 AP tests scored 3 or higher compared to the national average of
62%. AP scholar awards were presented to 37.4% of the class of 2003
compared to 14.3% nationally. In 2003 the average SAT I math score was
606, compared to 519 for California and the nation, with 58% of our
students scoring in the 600-800 range. Average SAT I verbal scores were
557 for BHHS, compared to 489 for California and 507 for the nation,
with 36% of our students scoring in the 600-800 range. Approximately 74%
of all seniors take the SAT I.

Both the school and the Beverly Hills community understand the
connection between the actions of today and the results of tomorrow.
Continual self-assessment ensures that "Today Well Lived," the motto of
BHHS, applies to every student in our school, and we are aggressively
committed to the idea that meeting the needs of every child is our
guarantee of a better tomorrow for the entire community.

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

1.  **Explanation of school assessment results:**

The assessment results for English reading on the California Standards
Test (pages 14-15) reveal that over the past three years the number of
students proficient or above at Beverly Hills High School has continued
to increase from 63 percent to 64 percent to 70 percent, while the
number of students proficient or above in the State as a whole has
remained fairly constant at 31 percent, 33 percent, and 33 percent.
Within the special program subgroups, students at Beverly Hills High
School (Economically Disadvantaged, Special Education, and English
Learners) continue to score significantly higher than students in
comparable programs in the State. Although the data for the students in
the ethnic subgroups is inconsistent, it generally reflects an
increasing number of students being tested and an improvement in the
number of students scoring at proficient or above proficient, with the
exception of Asian students who dropped from 76 percent to 71 percent, a
figure still placing them higher than the 70 percent for the school as a
whole.

The assessment results on the California High School Exit Exam (CAHSEE)
in mathematics (page16) reveal that the students at Beverly Hills High
School continue to make progress in their achievement by advancing from
below proficient to proficient (below proficient decreasing from 31.3
percent to 22.2 percent) and from proficient to advanced (advanced
increasing from 20.9 percent to 35 percent). In addition to this
progressive growth pattern, there has also been an increase in the
number of students tested and in the percentage of students passing. In
the year 2002 Beverly Hills High School tested 94 students with 79
percent passing compared to a pass rate of 54 percent for the students
in the State. These 94 students represented 10^th^ grade students who
had not taken or had not passed the test as 9^th^ graders. All other
10^th^ grade students had already passed the previous year. In the
following year (2003) Beverly Hills High School tested 532 students with
93 percent passing compared to a pass rate of 59 percent for the
students in the State. The mean scale score (average student score) for
Beverly Hills students has also increased from 380 in 2002 to 402 in
2003, with 350 representing the passing score.

Program and ethnic subgroup data is only available for CAHSEE for the
year 2003. That data reveals that Beverly Hills High School students
consistently pass at a dramatically higher rate than students from those
same subgroups in the State as a whole. The pass rate for students from
Beverly Hills exceeds the pass rate for students from California in
every subgroup by anywhere from 22 percent to 55 percent, indicating
that courses at Beverly Hills High School are effectively aligned to the
State standards.

Three years of data from the Stanford 9 Achievement Test (SAT 9) (pages
17-18) and two years of data from the CAHSEE Test in mathematics reveal
that Beverly Hills students scoring at or above the 50^th^ percentile
have been relatively consistent, except for English Learners, Special
Education, and African American students. Although the tests are not
comparable, the gap between the percentage of successful students at
Beverly Hills and successful students statewide continues to expand. In
2000-2001, 57 percent of Beverly Hills African American students scored
at or above the 50^th^ percentile on the SAT 9 test compared to 45
percent of all students statewide; by 2003, 73 percent of this same
population passed the CAHSEE compared to 26 percent of African American
students statewide and 59 percent of all students statewide. In
2000-2001, 44 percent of English Learners scored at or above the 50^th^
NPR on the SAT 9, compared with 45 percent of all students statewide. In
2003, 77 percent of the English Learners passed the CAHSEE, compared to
22 percent of English Learners statewide and 59 percent of all students
statewide. In 2000-2001, 50 percent of Special Education students scored
at or above the 50^th^ NPR on the SAT 9, compared with 45 percent of all
students statewide; in 2003, 61 percent of the Special Education
students passed the CAHSEE, compared to 14 percent of special education
students statewide and 59 percent of all students statewide. The data
supports a strong standards aligned curriculum for all students at BHHS,
including students in program and ethnic subgroups compared to other
programs in the State.

Overall, the school's assessment data validates the content alignment of
the instructional program as well as the effectiveness of the
intervention programs designed to address the needs of underachieving
students.

2.  **Use of assessment data to understand and improve student and
    school performance:**

The high school consciously engages in data-driven decision-making to
improve student and school performance. Assessment data is regularly
collected, disseminated, analyzed, and integrated into discussions and
planning surrounding improvement of the educational process. This data
includes grades, results from the California STAR Tests, PSAT's, SAT I's
, SAT II's, Golden State Exams, AP Exams, and departmental placement and
final exams. The administration distributes a school wide report of
student grades by department and generates an underachievers' report
each semester for counselors, who contact students and parents to
determine appropriate remedies. These reports were the impetus for the
creation of a Guidance class to assist at-risk students. In addition,
teachers have access to individual STAR test results to evaluate the
effectiveness of teaching methodologies and to determine individual
student needs. There is a general expectation that the standards-based
education provided by every department will produce consistent results
on state, school, and classroom assessment. Noted disparities in those
assessments trigger an analysis to determine the source of and remedy
for the differences.

Teachers also regularly use a wide range of assessment information to
improve student achievement of standards. The administration annually
advises teachers of student GATE, 504, Special Education, Reading Plus,
and EL designations that may affect the student's achievement level. All
teachers meet with special education service providers in October to
read their students' IEP's and to discuss modifications to instruction
and assessment. An EL world history and an EL U.S. history class were
created for students in the EL program. Low STAR reading test results
led to the creation of a Reading Plus class to help students improve
their reading comprehension. A two-year algebra program was designed for
students with undeveloped math skills, and a Functions, Statistics, and
Trigonometry course was designed to give another opportunity for
entrance into Pre-Calculus to students who are strong but did not
qualify for the advanced math level. In math, the course grade, final
exam grade, and teacher recommendations are used to determine student
placements. Algebra and Algebra A teachers use the UCLA Math Diagnostic
Test to verify appropriate course placement. English teachers utilize
the STAR test as a component of the honors placement process and the
STAR test and the district Sophomore Writing Proficiency Exam to
identify students requiring remediation in reading and writing.

3.  **Communication of student performance/assessment data to parents,
    students, and community:**

The school staff communicates individual student test results and grades
to families by mail, through guidance conferences, on secure web sites,
and through personal student notification. The Assistant Superintendent
explains aggregated and disaggregated STAR test results in a televised
Board of Education meeting. This testing data is also printed in the
local newspapers, reported on the district website and in the School
Accountability Report Card, and presented to parents at PTSA and 8^th^
grade orientation meetings. Itemized STAR and CAHSEE test results are
mailed home to parents and students. Special education teachers review
student grade reports, and as part of each year's IEP meeting, examine
goals, administer tests to measure growth, and discuss results with
parents and students. CELDT, STAR, CAHSEE, and proficiency writing tests
results are discussed at EL Advisory Committee meetings. The EL
coordinator personally reviews all grades and test results with parents
and discusses individual EL student results and proficiency standards in
one-on-one meetings with parents, including mandatory re-designation
meetings. Forms are available in Russian, Spanish, Hebrew, Farsi, and
Korean, as well as English, and translators are provided whenever
requested. All new-to-district EL families receive important school
documents and re-designation criteria in home languages. Teachers also
communicate assessment data for all subjects to parents through
information posted to the Micro Grade web site, parent phone calls
and/or conferences, and/or through materials sent home requiring a
parent signature.

4.  **Sharing successes with other schools:**

Beverly Hills High School continually shares information about our
school through our website, through telephone and email responses to
inquiries from schools worldwide, and through administrative and staff
contacts with other schools. On a national level, BHHS has a special
relationship and maintains frequent email communication with Council
Rock High School in Pennsylvania, Columbine High School in Colorado, and
Thurston High School in Oregon. The principal and Director of Guidance
regularly visit other schools both inside and outside of the district to
share information about programs, innovations, success stories and
opportunities. A significant component of our Diversity Program is
visiting and hosting counselors, administrators and teachers from LAUSD
schools to discuss effective strategies and opportunities at BHHS. The
site leadership team is currently working on plans to produce a DVD that
will showcase the school's exemplary programs and achievements. In
addition, the principal is a member of a Principal's Consortium that
meets every two months to share information, assessment data,
instructional strategies, and curriculum innovations. Further, the
consortium hosts other educators, college admission officers, and local
officials for roundtable style discussions. Our assistant principals are
beginning to formulate a similar consortium with counterparts from local
secondary schools, with the goal of sharing information, providing
resources and creating a support network. The principal is also part of
an educational leadership cohort program at UCLA, comprised of two
hundred and fifty members from a variety of careers, including secondary
school administrators, community college administrators, and private
corporations. Members share information on a variety of educational
issues including, but not limited to, school safety, equity issues in
education, effective instructional strategies, legal issues, financial
issues, and leadership techniques. BHHS is in the final planning stages
of a twenty million dollar science building that will house a large
multipurpose room and a stadium-style theater with a large connecting
courtyard. The design will provide a flexible space conducive to
collaboration. Plans are to host events that will facilitate the sharing
of information, including Advanced Placement and Academic Decathlon
conferences, BTSA training sessions, and community meetings and
orientation sessions.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **The core of each curriculum area and how all students are engaged
    with significant content based on high standards, including art and
    foreign languages:**

Beverly High High School offers all students a broad standards-based
curriculum that provides various levels of complexity that engage all
students with significant content.

The 4-year English department curriculum is literature based and
sequenced from developmental reading through advanced placement.
Vocabulary and standard written English conventions are integrated into
the literature and studied as discrete units. Each grade level the
course of study specifies sequential vocabulary units and standard
written English concepts, literary selections, collateral reading
requirements, and a variety of writing domains. A comprehensive writing
curriculum includes mastery of the thesis paragraph essay at 10^th^
grade, research papers at 10^th^ and 11^th^ grades, and creative writing
across all grade levels. Tenth and 11^th^ graders take a writing
assessment placement test.

The standards-based Mathematics program offers a full range of courses
for students of varying ability levels. The college prep sequence offers
2 paths. Both begin with Algebra. The liberal arts student continues
with Basic Geometry, Intermediate Algebra Trig; and either Probability/
Statistics and Finite Math; or Functions, Statistics, and Trig.
Math/science students take Geometry; Advanced Algebra Trig; Math
Analysis, and AP calculus AB or BC. Students from either path may take
AP Statistics. Non-college-bound students take Math Workshop or Math A,
and Algebra in a 1or 2-year program. Under-standing Mathmatical
relationships, logical reasoning, and problem solving are the
department's focus.

In the standards-based Science program, all students take one semester
of Health and a minimum of 1 year of life science, and 1 year of
physical science from Life Science, Biology, Honors Biology, Physiology,
Physical Science, Chemistry, Physics, AP Biology, AP Chemistry, AP
Environmental Science, and AP Physics. Science classes are lab-based and
include numerous hands on projects, such as Amgen recombinant DNA labs
related to research on gene therapy, production of Factor 8, and DNA
finger printing; circuitry labs; projectile motion labs; oxidation
reduction; and acid-base titrations.

In the standards-based Social Science program, all students take World
History, U.S. History, American Government, and Economics. A 9^th^ grade
Humanities class combines the study of World History and English and
integrates literature with historical topics. AP European History is
offered as a 10^th^ grade elective. Courses are provided for all levels
and abilities, including Developmental, EL, and AP. The developmental
and EL curriculum is parallel to that of regular classes.

Our extensive Arts curriculum, aligned with the State Standards,
emphasizes technique, performance, appreciation, history, and
professionalism. Performing Arts courses include Concert Choir,
Minnesingers, Madrigals, Band, Beginning Instruments, Symphony
Orchestra, Music Appreciation, Piano Workshop, Intro to Theater Arts,
Drama Lab, Screen Acting, Theater Arts Workshop, Film/Cinema, and
Technical Theater. Visual Arts course offerings include Art 1-2,
Contemporary Crafts, Drawing and Painting, Graphic Design, AP Art
History, Life Drawing, Studio Art/Studio Art AP. Both the Performing and
Visual Arts students successfully participate in festivals, fairs, and
competitions throughout the year.

Foreign language courses, aligned with State Challenge Standards,
include 7 levels of Spanish, 5 of French, and 4 of Hebrew, all with an
organized system of instruction by levels. One year of foreign language
is required, but in 2004, 46 percent of the student body is enrolled in
higher level courses. In each of the languages, students learn to speak,
read, write, and appreciate the culture of native speakers.

Technical Arts courses, aligned to State Challenge Standards, provide a
rich diversity of courses in media, journalism, architecture, creative
woods, and photography, including Residential and Advanced Architecture
and Commercial Building Design; Beginning and Advanced Creative Woods;
Beginning and Advanced Computer Graphics; Beginning, Advanced, and
Broadcast Journalism; Yearbook; Beginning and Advanced Photography; and
five media classes, including beginning, advanced, and field courses.

The Special Education department enables all students to have access to
the core curriculum, provides transitions into the adult community, and
meets state and federal regulations that are consistent with the
District mission statement. The subject areas addressed in the RSP
program are U.S. History; Government; Economics; and 9^th^, 10^th^, and
11^th^ grade English. The SDC program includes all academics required
for graduation. To help students transition from the high school
environment to the demands of adult life, transition is addressed in the
IEP at age 14 with an individual transition plan at age 16.

Physical Education has a 3 year requirement; course content is aligned
to the State Challenge Standards; and students progress from beginning
to advanced skill levels to enhance health and fitness.

2.  **English language curriculum, including efforts the school makes to
    improve the reading skills of students who read below grade level:**

The English curriculum is literature based and divided into
developmental reading, writing remediation, regular, and honors/advanced
placement levels. For each grade level course the curriculum designates
required core literary selections along with additional optional
choices. Grade level literature focus is on foundational genres at the
9^th^ grade, British and European literature at the 10^th^ grade,
American literature at the 11^th^ grade, and world literature at the
12^th^ grade. A designated Shakespeare play is covered at each grade
level. Students read whole works of this core literature, including
drama, novels, short stories, poetry, nonfiction, biographies,
autobiographies and essays, all of which are used extensively to develop
listening, speaking, reading, writing, and critical thinking skills, as
well as deeper insight into human and world affairs, cultural values,
and ethical standards. A designated vocabulary and standardized written
English sequence derived from the State Standards also promotes
improvement in students' reading comprehension and interpretation
skills. Students not achieving identified learning potential or not
meeting the school's performance standards receive special placements
within the academic program. In the English department, students reading
2 or more years below grade level are placed in a developmental reading
class where they receive a modification of the core curriculum. For
example, all students read a Shakespeare play in grades 9-12. Through
vertical teaching methods, students in developmental English have more
support through a text with Shakespearean English on one side of the
page and modern English on the other, a workbook with guided questions
and activities, and more time devoted to the literature through
additional teacher-designed activities. Students receive instruction in
vocabulary and standard written English skills appropriate to advancing
each student and exit these specialized classes based on standardized
test results, course grade, and teacher recommendation. Between 9^th^
grade and 11^th^ grade, there is an average reduction of approximately
50 % in the number of students in the developmental reading classes.

3.  **Technical Arts and how it relates to essential skills and
    knowledge based on the school's mission:**

In keeping with our school mission and objectives, the Technical Arts
department prepares students for higher education and/or employment,
teaches critical problem-solving skills, and affords students the
opportunity to explore areas of personal interest. Career awareness and
employability skills are interwoven throughout the entire Technical Arts
curriculum via cooperative learning, role-playing, simulations of the
work place, and extensive use of product-oriented assignments. For
example, in architecture, the student becomes the architect and designs
and creates a model of the house for a particular client and lot. Using
a state-of-the-art computer lab and software, students in computer
graphics form companies that bid on projects and design and produce
various products, including T-shirts, brochures, and posters. They also
recently revamped the masthead for the school newspaper and are
currently creating the graphics for Norman-Aid stations that will be
stationed around campus to hold important school and community resource
information for students. Woods and photography classes tap students'
creativity, while honing their technical skills, enabling them to
produce exceptional, award-winning end projects. Journalism students
become the editor and staff writers of the school paper. The student-run
TV station, KBEV, is aired on local cable. Students function as writers,
producers, directors, video editors, engineers, camera operators,
graphic designers, announcers, or reporters, depending on their
interests and skill levels. A Broadcast Journalism class integrates both
areas as journalism students write and deliver the news on KBEV. Math,
reading, and writing are integral components of all Technical Arts
classes. Math skills are reinforced in calculating measurements,
developing a budget, calculating amounts of wood, and producing scale
drawings and models. Writing skills are developed in every course
through assignments such as writing TV production scripts, news and
yearbook articles, technical reports, architectural critiques,
photographer reports, and captions for scripts and ads. Teachers
emphasize the development of reading skills through texts, supplemental
readings, articles, and written directions. The practical nature of all
assignments requires critical thinking, analysis, evaluation, problem
solving, and creativity. Technical Arts students leave Beverly Hills
High School well prepared for college level course work and /or the
workplace.

4.  **Different instructional methods the school uses to improve student
    learning:**

Teachers use many instructional methods to facilitate learning,
including coaching, collaboration, field trips, instructional drills,
homework, independent research projects, portfolios, service learning,
career applications and connections, integrating interdisciplinary
concepts, integrating lecture/discussion sessions, lab opportunities,
sheltering strategies, and technology delivery systems. Understanding
that not all students learn in exactly the same way, BHHS teachers also
employ the simultaneous use of verbal, visual, auditory, and kinesthetic
strategies where appropriate.

Career learning experiences include an Amgen lab in honors biology,
water and air testing activities in Environmental and AP Environmental
Science, and building activities in Physical Science, all of which
connect students to problem-solving skills. Applications to the physical
and social sciences are explored in Finite Math, Math Analysis, and
Probability/ Statistics. Hi-Map units are used in Finite Math group
projects. Student learning is also improved through creating end
products: journalism students arer editors and staff writers of the
school paper. Broadcast Journalism (combining journalism and media)
students produce weekly cable newscasts. Architecture students,
utilizing MicroStation 2D and 3D CAD and MicroStation Triforma, design
and create houses for particular clients. Service Learning projects
illustrate the application of science to the "real world." In one case,
Life Science students studied the immune system, researched vaccines,
and then raised over \$900.00 for UNICEF to help eradicate polio
worldwide.

Technology applications, another integral tool in the learning process,
include library technology; graphing calculators in math; film and audio
tapes in foreign language; equipment for TV broadcasting, woodworking,
photography, and architecture; a piano keyboarding lab in performing
arts; word processing and research for essays, research papers, and
projects in English, foreign language, and social studies; lab equipment
for science; and computers for instructional delivery. Special Education
students in LI Fine Arts, Physical Science, and Life Science use campus
computers extensively. LI Fine Arts students have taken virtual tours of
the many museums, used word processing to create biographical sketches
of artists, and learned to download graphics for insertion into reports.
Students in Life Science participate in the GLOBE Project, submitting
weather data from BHHS via the Internet to the GLOBE Project website
online. EL students also use technology to increase their learning
through an expanded curriculum.

5.  **Professional development program and its impact on improving
    student achievement:**

Professional development within the high school incorporates both formal
and informal support and monitoring to empower teachers to become a
community of learners who facilitate student learning and achievement of
rigorous content standards and expected school wide learning results
across the curriculum. Comprehensive High School Staff Development is
drawn from standards-based instruction, student outcome data, Strategic
Plan 2000 Plus, the Technology Use Plan, and staff surveys. The major
components of the professional development plan are implementing
standards based curriculum that is aligned with the State standards,
improving staff technology skills, facilitating the integration of
technology into the curriculum, articulation on curriculum with the
middle school teachers, and addressing the *Focus on Learning* action
plans developed during the 2000-2001 WASC. All teachers are expected to
participate in some form of staff development, including conference
attendance, content-area workshops, school site and community resource
visits, speakers, site-based individual and/or small group instruction
sessions, college course work, and cafeteria-style mini-course
presentations. Individual teachers, departments, the high school staff
development committee, and district personnel select appropriate
activities. While each teacher is not required to have a written plan,
there is a clear expectation that every teacher at this school is a
professional with expertise in his/her subject area (content and
standards) and the ability to convey that expertise effectively to
students.

All teachers receive CTAP online courses at no cost and one free adult
school course per session. The district also provides BTSA (Beginning
Teacher Support and Assessment) and PAR (Peer Assistance Review)
training sessions. Teachers who participate in these programs have a
professional development plan, a personal support provider, and funds
for conference attendance and materials and supplies.

PART VII - ASSESSMENT RESULTS

> **STATE CRITERION-REFERENCED TESTS**
>
> Beverly Hills High School
>
> Data Display Table for **CALIFORNIA STANDARDS TEST**
>
> ENGLISH LANGUAGE ARTS GRADE 10

+--------------------------------+-----------+-----------+-----------+
|                                | 2002-2003 | 2001-2002 | 2000-2001 |
+================================+===========+===========+===========+
| Testing month                  | April     | April     | May       |
+--------------------------------+-----------+-----------+-----------+
| **SCHOOL SCORES**              |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| \% Far Below Basic             | 2         | 4         | 3         |
+--------------------------------+-----------+-----------+-----------+
| \% Below Basic                 | 6         | 7         | 8         |
+--------------------------------+-----------+-----------+-----------+
| \% Basic                       | 21        | 25        | 26        |
+--------------------------------+-----------+-----------+-----------+
| \% Proficient                  | 39        | 32        | 30        |
+--------------------------------+-----------+-----------+-----------+
| \% Advanced                    | 31        | 32        | 33        |
+--------------------------------+-----------+-----------+-----------+
| Mean Scaled Score              | 367.2     | 364.2     | N/A       |
+--------------------------------+-----------+-----------+-----------+
| Number of students tested      | 557       | 500       | 553       |
+--------------------------------+-----------+-----------+-----------+
| Percent of total students      | 98.6      | 98.2      | 95.2      |
| tested                         |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| Number of students excluded    | 8         | 9         | 28        |
+--------------------------------+-----------+-----------+-----------+
| Percent of students excluded   | 1.4       | 1.8       | 4.8       |
+--------------------------------+-----------+-----------+-----------+
|                                |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| **SUBGROUP SCORES**            |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| 1A. **Economically             |           |           |           |
| Disadvantaged**                |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| \% At or Above Proficient      | 46        | 29        | 44        |
+--------------------------------+-----------+-----------+-----------+
| Mean Scaled Score              | 343.8     | 332.4     | N/A       |
+--------------------------------+-----------+-----------+-----------+
| Number of students tested      | 24        | 32        | 41        |
+--------------------------------+-----------+-----------+-----------+
| 1B. **Non-Economically         |           |           |           |
| Disadvantaged**                |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| \% At or Above Proficient      | 71        | 66        | 65        |
+--------------------------------+-----------+-----------+-----------+
| Mean Scaled Score              | 368.3     | 367       | N/A       |
+--------------------------------+-----------+-----------+-----------+
| Number of students tested      | 533       | 461       | 505       |
+--------------------------------+-----------+-----------+-----------+
|                                |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| 2A. **English Learners**       |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| \% At or Above Proficient      | 13        | 20        | 6         |
+--------------------------------+-----------+-----------+-----------+
| Mean Scaled Score              | 308.5     | 306       | N/A       |
+--------------------------------+-----------+-----------+-----------+
| Number of students tested      | 32        | 35        | 34        |
+--------------------------------+-----------+-----------+-----------+
| 2B. **Fluent - English         |           |           |           |
| Proficient & English**         |           |           |           |
|                                |           |           |           |
| **Only**                       |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| \% At or Above Proficient      | 74        | 67        | 67        |
+--------------------------------+-----------+-----------+-----------+
| Mean Scaled Score              | 370.8     | 369.1     | N/A       |
+--------------------------------+-----------+-----------+-----------+
| Number of students tested      | 525       | 459       | 516       |
+--------------------------------+-----------+-----------+-----------+
|                                |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| 3A. **Special Education**      |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| \% At or Above Proficient      | 16        | 18        | 30        |
+--------------------------------+-----------+-----------+-----------+
| Mean Scaled Score              | 300.4     | 307.5     | N/A       |
+--------------------------------+-----------+-----------+-----------+
| Number of students tested      | 44        | 34        | 33        |
+--------------------------------+-----------+-----------+-----------+
| 3B. **No Reported Disability** |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| \% At or Above Proficient      | 75        | 67        | 65        |
+--------------------------------+-----------+-----------+-----------+
| Mean Scaled Score              | 373       | 369       | N/A       |
+--------------------------------+-----------+-----------+-----------+
| Number of students tested      | 512       | 459       | 519       |
+--------------------------------+-----------+-----------+-----------+

> **STATE CRITERION-REFERENCED TESTS**
>
> Beverly Hills High School
>
> Data Display Table for **CALIFORNIA STANDARDS TEST**
>
> **ENGLISH LANGUAGE ARTS GRADE 10**

  ---------------------------------------------------------------------------------
                                    **2002-2003**   **2001-2002**   **2000-2001**
  --------------------------------- --------------- --------------- ---------------
  **ETHNICITY SUBGROUP SCORES**                                     

  4\. **Asian**                                                     

  \% At or Above Proficient         71              76              N/A

  Mean Scaled Score                 376.9           375.7           N/A

  Number of students tested         80              59              N/A

                                                                    

  5\. **Hispanic or Latino**                                        

  \% At or Above Proficient         38              38              N/A

  Mean Scaled Score                 331.8           344.8           N/A

  Number of students tested         22              13              N/A

                                                                    

  6\. **Black or African American**                                 

  \% At or Above Proficient         63              57              N/A

  Mean Scaled Score                 353.5           346.8           N/A

  Number of students tested         40              30              N/A

                                                                    

  7\. **White-Non-Hispanic**                                        

  \% At or Above Proficient         72              62              N/A

  Mean Scaled Score                 368.4           364.4           N/A

  Number of students tested         409             389             N/A

                                                                    

  **STATE SCORES**                                                  

  \% Far Below Basic                14              16              15

  \% Below Basic                    22              21              23

  \% Basic                          30              30              31

  \% Proficient                     22              21              20

  \% Advanced                       11              12              11

  State Mean Score                  324             322.4           N/A
  ---------------------------------------------------------------------------------

> **STATE CRITERION-REFERENCED TESTS**

**Beverly Hills High School**

Data Display Table for **CALIFORNIA HIGH SCHOOL EXIT EXAM**

MATHEMATICS GRADE 10

  ------------- ------------ ----------- ------------- ------------ -----------
  **2001-02**                            **2003**                   

  Mathematics                            Mathematics                

  Below         Proficient   Advanced    Below         Proficient   Advanced
  Proficient                             Proficient                 

  31.3          47.8         20.9        22.2          42.9         35.0
  ------------- ------------ ----------- ------------- ------------ -----------

**2002 School-State Comparisons \***These 94 students did not take or
pass the test as 9^th^ graders

  -------------- --------- --------- --------- --------- ----------------
                 \# Tested \# Passed \% Passed \# not    Mean Scaled
                                               Passed    Score

  Beverly Hills  \*94      74        79%       20        380
  HS                                                     

  California     180,261   96,942    54%       83,319    355
  -------------- --------- --------- --------- --------- ----------------

2003 School-State Comparison

  -------------- --------- --------- --------- --------- ----------------
                 \# Tested \# Passed \% Passed \# not    Mean Scaled
                                               Passed    Score

  Beverly Hills  532       496       93%       36        402
  HS                                                     

  California     411,912   244,692   59%       167,220   364
  -------------- --------- --------- --------- --------- ----------------

**Program and Subgroup Comparisons**

2003 Economic Status

  ---------------------- --------- --------- -------- ---------- --------------
                         \# Tested \# Passed \%       \# not     Mean Scaled
                                             Passed   Passed     Score

  BH Econ Disadvantaged  32        22        69%      10         379

  CA Econ Disadvantaged  263,529   81,447    31%      182,082    339

  BH Non Econ            586       517       88%      69         397
  Disadvantaged                                                  

  CA Non Econ            443,963   227,842   51%      216,121    358
  Disadvantaged                                                  
  ---------------------- --------- --------- -------- ---------- --------------

2003 Language Fluency

  ---------------------- --------- --------- -------- ---------- --------------
                         \# Tested \# Passed \%       \# not     Mean Scaled
                                             Passed   Passed     Score

  BH English Learner     43        33        77%      10         381

  CA English Learner     156,753   34,897    22%      121,856    332

  BH English Only        232       202       87%      30         397

  CA English Only        427,079   210,614   49%      216,465    355
  ---------------------- --------- --------- -------- ---------- --------------

2003 Special Education

  ---------------------- --------- --------- -------- ---------- --------------
                         \# Tested \# Passed \%       \# not     Mean Scaled
                                             Passed   Passed     Score

  BH Receiving Services  61        37        61%      24         364

  CA Receiving Services  76,352    11,040    14%      65,312     322

  BH Not Receiving       557       502       90%      55         400
  Services                                                       

  CA Not Receiving       648,771   303,500   47%      345,271    353
  Services                                                       
  ---------------------- --------- --------- -------- ---------- --------------

2003 Ethnicity

  ---------------------- --------- --------- -------- ---------- --------------
                         \# Tested \# Passed \%       \# not     Mean Scaled
                                             Passed   Passed     Score

  BH Asian               89        87        98%      2          417

  CA Asian               52,688    36,788    70%      15,900     380

  BH Hispanic/Latino     27        14        52%      13         359

  CA Hispanic/Latino     336,411   100,313   30%      236,098    338

  BH African American    51        37        73%      14         374

  CA African American    69,468    17,916    26%      51,552     334

  BH White, Non-Hispanic 444       395       89%      49         397

  CA White, Non-Hispanic 220,753   138,978   63%      81,775     367
  ---------------------- --------- --------- -------- ---------- --------------

**NATIONALLY NORMED-REFERENCE TEST**

> Beverly Hills High School
>
> Data Display Table for **STANFORD 9 ACHIEVEMENT TEST**
>
> PUBLISHER: Harcourt Brace & Company
>
> **MATHEMATICS GRADE 10**

Scores here are presented as (check one): NCE's \_\_\_\_\_ Scaled Scores
[X]{.underline} Percentiles [X]{.underline}

Scores are based on normative data copyright © 1996 by Harcourt Brace &
Company

+--------------------------------+-----------+-----------+-----------+
|                                | **20      | **19      | **19      |
|                                | 00-2001** | 99-2000** | 98-1999** |
+================================+===========+===========+===========+
| Testing month                  | May       | May       | April     |
+--------------------------------+-----------+-----------+-----------+
| **SCHOOL SCORES**              |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| \% Scoring Above 75^th^ NPR    | 53        | 49        | 52        |
+--------------------------------+-----------+-----------+-----------+
| \% Scoring At or Above 50^th^  | 82        | 82        | 83        |
| NPR                            |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| \% Scoring Above 25^th^ NPR    | 95        | 95        | 95        |
+--------------------------------+-----------+-----------+-----------+
| Mean Scaled Score              | 733.9     | 728.4     | 732.3     |
+--------------------------------+-----------+-----------+-----------+
| Number of students tested      | 506       | 524       | 473       |
+--------------------------------+-----------+-----------+-----------+
|                                |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| **SUBGROUP SCORES**            |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| 1A. **Economically             |           |           |           |
| Disadvantaged**                |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| \% Scoring Above 75^th^ NPR    | 46        | 41        | 37        |
+--------------------------------+-----------+-----------+-----------+
| \% Scoring At or Above 50^th^  | 68        | 79        | 76        |
| NPR                            |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| \% Scoring Above 25^th^ NPR    | 89        | 91        | 95        |
+--------------------------------+-----------+-----------+-----------+
| Mean Scaled Score              | 724.8     | 720.7     | 719.5     |
+--------------------------------+-----------+-----------+-----------+
| Number of students tested      | 37        | 34        | 62        |
+--------------------------------+-----------+-----------+-----------+
| 1B. **Non-Economically         |           |           |           |
| Disadvantaged**                |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| \% Scoring Above 75^th^ NPR    | 54        | 50        | 54        |
+--------------------------------+-----------+-----------+-----------+
| \% Scoring At or Above 50^th^  | 83        | 82        | 84        |
| NPR                            |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| \% Scoring Above 25^th^ NPR    | 95        | 95        | 95        |
+--------------------------------+-----------+-----------+-----------+
| Mean Scaled Score              | 734.8     | 728.9     | 734.2     |
+--------------------------------+-----------+-----------+-----------+
| Number of students tested      | 464       | 485       | 411       |
+--------------------------------+-----------+-----------+-----------+
|                                |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| 2A. **English Learners**       |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| \% Scoring Above 75^th^ NPR    | 22        | 22        | 24        |
+--------------------------------+-----------+-----------+-----------+
| \% Scoring At or Above 50^th^  | 44        | 65        | 68        |
| NPR                            |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| \% Scoring Above 25^th^ NPR    | 89        | 78        | 85        |
+--------------------------------+-----------+-----------+-----------+
| Mean Scaled Score              | 703.7     | 712.2     | 711.1     |
+--------------------------------+-----------+-----------+-----------+
| Number of students tested      | 18        | 23        | 34        |
+--------------------------------+-----------+-----------+-----------+
| 2B. **Fluent \-- English       |           |           |           |
| Proficient and**               |           |           |           |
|                                |           |           |           |
| **English Only**               |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| \% Scoring Above 75^th^ NPR    | 54        | 51        | 54        |
+--------------------------------+-----------+-----------+-----------+
| \% Scoring At or Above 50^th^  | 83        | 82        | 84        |
| NPR                            |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| \% Scoring Above 25^th^ NPR    | 95        | 95        | 96        |
+--------------------------------+-----------+-----------+-----------+
| Mean Scaled Score              | 735.2     | 729.1     | 733.9     |
+--------------------------------+-----------+-----------+-----------+
| Number of students tested      | 485       | 501       | 439       |
+--------------------------------+-----------+-----------+-----------+

  --------------------------------- --------------- --------------- ---------------
                                    **2000-2001**   **1999-2000**   **1998-1999**

  3A. **Special Education**                                         

  \% Scoring Above 75^th^ NPR       32              21              12

  \% Scoring At or Above 50^th^ NPR 50              63              41

  \% Scoring Above 25^th^ NPR       82              87              76

  Mean Scaled Score                 710.7           707.8           701.5

  Number of students tested         38              38              17

  3B. **No Reported Disability**                                    

  \% Scoring Above 75^th^ NPR       54              51              53

  \% Scoring At or Above 50^th^ NPR 83              83              84

  \% Scoring Above 25^th^ NPR       95              95              96

  Mean Scaled Score                 735.1           729.7           733.5

  Number of students tested         491             500             456

                                                                    

  **ETHNICITY SUBGROUP SCORES**                                     

  4\. **Asian**                                                     

  \% Scoring Above 75^th^ NPR       70              62              70

  \% Scoring At or Above 50^th^ NPR 97              93              94

  \% Scoring Above 25^th^ NPR       99              99              99

  Mean Scaled Score                 760.1           745.9           751

  Number of students tested         73              74              64

  5\. **Hispanic or Latino**                                        

  \% Scoring Above 75^th^ NPR       19              35              19

  \% Scoring At or Above 50^th^ NPR 57              60              52

  \% Scoring Above 25^th^ NPR       90              80              81

  Mean Scaled Score                 714.5           714.5           704.8

  Number of students tested         21              20              21

  6\. **Black or African American**                                 

  \% Scoring Above 75^th^ NPR       19              27              31

  \% Scoring At or Above 50^th^ NPR 57              77              62

  \% Scoring Above 25^th^ NPR       86              92              77

  Mean Scaled Score                 706.8           715.5           714.7

  Number of students tested         37              26              26

                                                                    

  7\. **White\--Non-Hispanic**                                      

  \% Scoring Above 75^th^ NPR       56              50              52

  \% Scoring At or Above 50^th^ NPR 83              81              84

  \% Scoring Above 25^th^ NPR       96              95              96

  Mean Scaled Score                 733.4           727.4           732.1

  Number of students tested         345             379             358

                                                                    

  **STATE SCORES**                                                  

  \% Scoring Above 75^th^ NPR       20              20              19

  \% Scoring At or Above 50^th^ NPR 45              46              44

  \% Scoring Above 25^th^ NPR       71              71              70

  State Mean Score                  698.7           698.2           698.9
  --------------------------------- --------------- --------------- ---------------