Health & Fitness
CUSD Provides District Performance Data as Part of It's Local Control Accountability Plan
CUSD held a Special Board meeting last night to inform parents about Governor Brown's NEW Local Control Funding Formula and the District's NEW Local Control Accountability Plan.
The new law changes the way the State funds school districts by eliminating categorical programs, and replacing them with a universal base grant of $6,500 per student plus additional funding in the form of supplemental and concentration grants to Districts with a higher population of disadvantaged students.
- Base Grant: $ 6,500 per student.
- Supplemental Grant: Additional funding based on the percentage of students in the District that are English Language Learners, receiving Free and Reduced Lunch, or are in Foster Care.
- Concentration Grant: Additional money for Districts that have targeted students exceeding 55% of the student population. Targeted students are: English Language Learners, receiving Free and Reduced Lunch, or are in Foster Care.
Under the new formula CUSD will receive the $6,500 base grant + $273 in a supplemental grant for a total of $6,773 per student. This amount is projected to increase to $8,240 per student by 2021.
Per Pupil Spending:
California: $9,139
United States: $10,560
See: https://docs.google.com/document/d/1zKKkzFwKkPe0BqeJ1vkgSuDZu96QKsFT-7O_itePq_o/edit
See: http://www2.census.gov/govs/school/11f33pub.pdf and
http://blogs.sacbee.com/capitolalertlatest/2013/05/census-bureau-says-california-36th-in-per-pupil-s...
The elimination of Categorical programs gives Districts complete flexibility in how to spend District funds.
In a letter to the State Board of Education Bill Lucia, President of Ed Voice expressed concern that so much flexibility without accountability could create inequities in the quality of education that many students received:
"An LEA could, for example, choose to use supplemental and concentration grants to increase district wide salaries, not changing or improving services for underserved pupils at all. This would deny California's neediest children the promise of a more equitable opportunity and would simply make adult failure more expensive."
The entire letter can be read at the following link: http://edvoice.org/sites/default/files/EdVoice%20State%20Board%20Letter%20-%20LCFF%20Regulations_011...
As such, it will become increasing more important for parents and the public to become involved in spending decisions as a means of ensuring accountability. How CUSD is going to engage the public is a big issue. Only four parents attended last nights meeting.
Highlights from the CUSD's Report:
Parent Engagement
Total Enrollment: 52,985
Number of Parents that attended the meeting: 4
I am often critical of CUSD's lack of transparency, and unwillingness to include parents and the public in budget issues. However, in this case, the District did reach out to parents with a robo call and e-mail inviting them to attend this meeting. Parents in CUSD are completely disengaged from corporate governance issues. Parental involvement in the District seems to be limited to volunteering in the classroom and fundraising activities. Without greater parental involvement children with special needs (from economically disadvantaged, to special education, to the gifted) may find there is no longer funds for their particular program.
Demographics in California are Changing.
The biggest issue for California is how to educate a growing population of English Language Learners and Socioeconomically Disadvantaged students?
California:
Total Number of Students enrolled in K-12: 6,054,192
- African American/Not Hispanic: 6.3%
- Asian 8.6%
- Hispanic/Latino: 52.7%
- White Not Hispanic: 25.5%
- Other: 6.9%
- English Language Learners: 21.6%
- Socioeconomically Disadvantaged: 58%
- Special Education: 10%
Population in Orange County:
Total: 489,115 Students
- African American/Not Hispanic: 1.5%
- Asian 14.8%
- Hispanic/Latino: 48.3%
- White Not Hispanic: 29.5%
- Other 5.9%
- English Language Learners: 24.6%
- Socioeconomically Disadvantaged: 48%
- Special Education: 9%
Capistrano Unified School District:
Total: 52,985 Students
- African American/Not Hispanic: 1.3%
- Asian 5.4%
- Hispanic/Latino: 25.1%
- White Not Hispanic: 60.2%
- Other 8%
- English Language Learners: 10%
- Socioeconomically Disadvantaged: 24.1%
- Special Education: 8%
API Growth By Demographics 2011, 2012, 2013:
- African American/Not Hispanic: 815 - 811 - 820
- Asian: 956 - 963 - 956
- Hispanic/Latino: 784 -786 - 781
- White Not Hispanic: 900 - 905 - 900
- English Language Learners: 726 - 727 - 719
- Socioeconomically Disadvantaged: 762 - 766 - 773
- Students with Disabilities: 651 - 646 - 672
Who Are CUSD's English Language Learners?
- Total: 5,222
- Asian: 279
- Black or African American: 15
- Hispanic: 4,466
- White Not Hispanic: 150
- Special Education: 816
- Socioeconomically Disadvantaged: 4,265
See: https://docs.google.com/document/d/1V3uLUFcLqDOUz4dHWo70jMbpHfSamP5ewh-hO5cQiWg/pub at page 5 slide #11
CUSD GATE students by Subgroup
- Total: 5,222
- Asian: 894
- Black or African American: 39
- Hispanic: 486
- White Not Hispanic: 4,092
- English Learner: 5
- Redesignated: 485
- Special Education: 60
- Socioeconomically Disadvantaged: 355
College Readiness English Language Arts
Only 39% of the Students graduating from CUSD are ready for College level courses in English Language Arts. 99% of English Language Learners are unprepared for college level course work in English Language Arts.
- Students Ready for College Level English Courses: 39%
- Students who need additional course work to become ready (conditional): 19%
- Students not ready for College Level English Courses: 42%
College Readiness Mathematics
Only 23% of the Students graduating from CUSD are ready for College level courses in Mathematics. 22% of English Language Learners are unprepared for college level course work in Mathematics. Our Students are weak in mathematics across all demographics.
- Students Ready for College Level English Courses: 23%
- Students who need additional course work to become ready (conditional): 46%
- Students not ready for College Level English Courses: 31%
Advanced Placement
- Total: 6,539
- Asian: 12%
- Black or African American: 2%
- Hispanic: 14%
- White Not Hispanic: 82%
- English Learner: <1%
- Redesignated: 12%
- Special Education: 1%
- Socioeconomically Disadvantaged: 11%
High School International Baccalaureate (IB) Course Enrollment
- Total: 297
- Asian: 19
- Black or African American: 3
- Hispanic: 53
- White Not Hispanic: 267
- English Learner: 4
- Redesignated: 38
- Special Education: 3
- Socioeconomically Disadvantaged: 48
Students Completing A-G Requirements - For definition of A-G Requirements see: http://www.ucop.edu/agguide/a-g-requirements/
- Total: 54%
- Asian: 72%
- Black or African American: 46%
- Hispanic: 53%
- White Not Hispanic: 38%
- English Learner: <1%
- Redesignated: 41%
- Special Education: 11%
- Socioeconomically Disadvantaged: 30%
Students Credit Status - Freshman On Track to Graduate
CUSD has 4,035 High School Freshman - 81% are on track to graduate
- Asian: 308 students 92% are on track to graduate
- Black or African American: 60 students 63% are on track to graduate
- Hispanic: 973 students 63% are on track to graduate
- White Not Hispanic: 2,588 students 87% are on track to graduate
- English Learner: 177 students 35% are on track to graduate
- Redesignated: 459 students 63% are on track to graduate
- Special Education: 314 students 65% are on track to graduate
- Socioeconomically Disadvantaged: 933 students 56% are on track to graduate
Students Credit Status - Sophomores On Track to Graduate
CUSD has 4,058 High School Sophomores - 73% are on track to graduate
- Asian: 274 students 91% are on track to graduate
- Black or African American: 69 students 69% are on track to graduate
- Hispanic: 912 students 52% are on track to graduate
- White Not Hispanic: 2,691 students 78% are on track to graduate
- English Learner: 191 students 26% are on track to graduate
- Redesignated: 493 students 59% are on track to graduate
- Special Education: 327 students 53% are on track to graduate
- Socioeconomically Disadvantaged: 902 students 49% are on track to graduate
See: https://docs.google.com/document/d/1V3uLUFcLqDOUz4dHWo70jMbpHfSamP5ewh-hO5cQiWg/pub at page 14 Slide 28
Students Credit Status - Juniors On Track to Graduate
CUSD has 4,922 High School Juniors - 59% are on track to graduate
- Asian: 286 students 71% are on track to graduate
- Black or African American: 64 students 48% are on track to graduate
- Hispanic: 892 students 36% are on track to graduate
- White Not Hispanic: 2,584 students 51% are on track to graduate
- English Learner: 212 students 22% are on track to graduate
- Redesignated: 543 students 46% are on track to graduate
- Special Education: 287 students 28% are on track to graduate
- Socioeconomically Disadvantaged: 825 students 32% are on track to graduate
See: https://docs.google.com/document/d/1V3uLUFcLqDOUz4dHWo70jMbpHfSamP5ewh-hO5cQiWg/pub at page 14 Slide 29
DISTRICT FALL 2013 PSAT (Max Score Each Section 80)
- Math: 53.04 (English Learners - 44 Socioeconomically Disadvantaged 45.78)
- Writing: 50.38 (English Learners - 34.44 Socioeconomically Disadvantaged 44.49)
- Reading: 52.23 (English Learners - 34.22 Socioeconomically Disadvantaged 45.87)
DISTRICT 2013 SAT (Max Score Each Section 800)
- Test Takers: 2,147
- Math: 542
- Writing: 553
- Reading: 537
DISTRICT 2013 ACT (Max Score Each Section 800)
- Composite: 24.8
- English: 24.7
- Math: 25.2
- Reading: 24.8
- Science: 23.9
DISTRICT HIGH SCHOOL SENIORS ENROLLING IN COLLEGE IMMEDIATELY AFTER GRADUATING
86% of 2013 Graduating seniors entered college. Only 39% entered a four-year college.
- Total Students in 2013 Class: 3,819
- Number of Students who enrolled in College: 2,963
- Public College: 2,554 - 86%
- Private College: 409
- 4-year College: 1,476
- 2-Year College: 1,487
- In State College: 2,352
- Out of State College: 611
- Test Takers: 2,147
- Math: 542
- Writing: 553
- Reading: 537
We’ve removed the ability to reply as we work to make improvements. Learn more here
