Documente Academic
Documente Profesional
Documente Cultură
This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and
community members with a quick snapshot of information related to individual public schools. Data presented
in this report are reported for the 2014-15 school year. Contact information, facilities, curriculum and
instructional materials, and select teacher data are reported for the 2014-15 school year. For additional
information about the school, parents and community members should review the entire SARC or contact the
school principal or the home office.
About This School
Hardy Brown College Prep is a charter school located within the district boundaries of San Bernardino City
Unified School District (SBCUSD) that is also a part of the Fortune School charter network. Currently serving
grades K-8, Fortunes model is to expand a grade level a year with its students up to grade 12. Hardy Brown
College Prep is approved to operate through the year 2018, at which time it will be up for charter renewal.
Authorized by the San Bernardino City Unified School Board, the school was established to address the severe
and persistent African American achievement gap in the region. The school is open to all students and offers a
college preparatory education to students according to an educational model called the Five Pillars.
Page 2 of 3
Five Pillars
These basic principles form the five pillars, responsible for the success of Hardy Brown College Prep. Fortune
School, as referenced below, refers to all schools in the network.
High Expectations
Fortune School has high expectations for academic achievement and conduct that are clearly defined,
measurable, and make no excuses based on the background of students. Students, parents, teachers, and
staff create and reinforce a culture of achievement and support, through a range of formal and informal
rewards and consequences for academic performance and behavior.
More Time
Fortune School knows that there are no shortcuts when it comes to success in academics and life. With an
extended school day, week, and year, students have more time in the classroom to acquire the academic
knowledge and skills that prepare them for competitive colleges, as well as more opportunities to engage in
diverse extracurricular experiences.
Focus on Results
Fortune School focuses relentlessly on high student performance through standardized tests and other
objective measures. Just as there are no shortcuts, there are not exceptions. Students are expected to achieve
a level of academic performance that will enable them to succeed in the nations best colleges and the world
beyond.
Citizenship
Fortune School trains all students to become leaders and all our staff shall model leadership qualities.
Principals are given independent control of staffing and budget decisions. In addition to principals, staff
members who demonstrate necessary leadership potential are given responsibilities extending beyond a single
classroom. Most importantly, students are given leadership development training and opportunities to practice
leadership skills on a daily basis both inside and outside the classroom.
Student Enrollment
Group
Number of students
Teachers
Enrollment
381
72.44%
0.52%
0%
0%
Indicator
Teachers with full credential
Teachers without full credential
Teachers Teaching Outside
Subject Area of Competence
Misassignments of Teachers
of English Learners
Teachers
16
1
0
0
Page 3 of 3
Hispanic or Latino
Native Hawaiian or Pacific Islander
17.59%
0.26%
White
1.05%
5.25%
93.70%
3.67%
8.66%
English-Language Arts
(CAASPP-SBAC)
Mathematics (CAASPP-SBAC)
Science (STAR)
History-Social Science
Academic Progress2
Student Performance
Subject
Students Proficient
and Above on
STAR1 Program
Results
27%
18%
N/A
N/A
Indicator
2013 Growth API Score
(from 2013 Growth API Report)
Statewide Rank
(from 2012 Base API Report)
Met All 2013 AYP Requirements
Number of AYP Criteria Met Out of
the Total Number of Criteria Possible
201213 Program Improvement
Status (PI Year)
Result
802
792
No
11
No
School Facilities
Summary of Most Recent Site Inspection
The San Bernardino City Unified School District conducts regular site visits to Hardy Brown College Prep.
At the most recent site visit, which was conducted in August 2015, the San Bernardino City Unified School
District found the school to be well maintained, clean and in good repair.
Repairs Needed
Hardy Brown College Prep has facilities and maintenance personnel who keep the campus safe and in
good repair at all times. There are no repairs needed at the time of this report.
Standardized Testing and Reporting Program assessments used for accountability purposes include the California Standards Tests, the California
Modified Assessment, and the California Alternate Performance Assessment.
2
The Academic Performance Index is required under state law. Adequate Yearly Progress is required by federal law.
Page 4 of 3
School Finances
Level
School Site
Expenditures
Per Pupil
(Unrestricted
Sources Only)
$6,581
For more information about SARC requirements, see the California Department of Education (CDE)
SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.
For more information about the LCFF or LCAP, see the CDE LCFF Web page at
http://www.cde.ca.gov/fg/aa/lc/.
For additional information about the school, parents/guardians and community members should contact
the school principal or the district office.
DataQuest
DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/
that contains additional information about this school and comparisons of the school to the district, the county,
and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test
data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English
learners.
Internet Access
Internet access is available at public libraries and other locations that are publicly accessible (e.g., the
California State Library). Access to the Internet at libraries and public locations is generally provided on a firstcome, first-served basis. Other use restrictions may include the hours of operation, the length of time that a
workstation may be used (depending on availability), the types of software programs available on a
workstation, and the ability to print documents.
Page 3 of 28
Number of Students
96
77
56
56
36
26
17
17
381
Page 4 of 28
Percent of
Total Enrollment
72.44%
0.52%
0%
0%
17.59%
.26%
1.05%
5.25%
93.70%
3.67%
8.66%
0%
A. Conditions of Learning
State Priority: Basic
The SARC provides the following information relevant to the State priority: Basic (Priority 1):
Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for
the pupils they are teaching;
Teacher Credentials
Teachers
With Full Credential
Without Full Credential
Teaching Outside Subject Area of Competence
(with full credential)
School
201314
NA
NA
School
201415
16
1
School
201516
NA
NA
District
201516
NA
NA
NA
NA
NA
201314
NA
NA
NA
201415
0
0
0
201516
NA
NA
NA
Note: Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject
area, student group, etc.
* Total Teacher Misassignments includes the number of Misassignments of Teachers of English learners.
Page 5 of 28
89
89
0
11
11
0
Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and
reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and
reduced price meals program.
Percent Students
Lacking Own
Assigned Copy
HSP Excursions
0%
HSP Math
0%
HSP Science
0%
HSP Reflections
0%
Foreign Language
N/A
N/A
N/A
Health
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Subject
Reading/Language Arts
Mathematics
Science
History-Social Science
Page 6 of 28
System Inspected
Good
Systems: Gas Leaks,
Mechanical/HVAC, Sewer
Interior: Interior Surfaces
Cleanliness: Overall
Cleanliness, Pest/ Vermin
Infestation
Electrical: Electrical
Restrooms/Fountains:
Restrooms, Sinks/ Fountains
Safety: Fire Safety, Hazardous
Materials
Structural: Structural Damage,
Roofs
External: Playground/School
Grounds, Windows/
Doors/Gates/Fences
Fair
September 2014
In good repair
In good repair
In good repair
In good repair
In good repair
In good repair
In good repair
In good repair
Exemplary
Good
x
Fair
Poor
B. Pupil Outcomes
State Priority: Pupil Achievement
The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4):
The percentage of pupils who have successfully completed courses that satisfy the
requirements for entrance to the University of California and the California State University,
or career technical education sequences or programs of study
Page 7 of 28
California Assessment of Student Performance and Progress Results for All Students
(School Year 201415)
Percent of Students Meeting or Exceeding the State Standards
School
District
State
Subject
English Language Arts/
Literacy (grades 3-8 and 11)
Mathematics
(grades 3-8 and 11)
27%
27%
27%
18%
18%
33%
Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this
category is too small for statistical accuracy or to protect student privacy.
Percent
Percent
Percent
Percent
Achievement Achievement Achievement Achievement
Level 1*
Level 2*
Level 3*
Level 4*
Total
Enrollment
Number
Tested
Percent
Tested
56
-
54
21
33
96.4
-
43
29
52
31
38
27
22
33
15
4
0
6
40
50
35
13
N/A
N/A
N/A
N/A
N/A
N/A
N/A
11
N/A
N/A
18
N/A
N/A
18
N/A
N/A
55
N/A
N/A
9
N/A
N/A
N/A
N/A
N/A
N/A
2
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
52
40
33
23
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category
is too small for statistical accuracy or to protect student privacy.
Note: The number of students tested includes students that did not receive a score; however, the number of students tested is not the
number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students
with scores.
* Level 1 = Standard not met
Level 2 = Standard nearly met
Level 3 = Standard met
Level 4 = Standard exceeded
Page 8 of 28
ELA - Grade 4
Student Groups
All Students
Male
Female
Black or African
American
American Indian or
Alaska Native
Asian
Filipino
Hispanic or Latino
Native Hawaiian or
Pacific Islander
White
Two or More Races
Socioeconomically
Disadvantaged
English Learners
Students with
Disabilities
Students Receiving
Migrant Education
Services
Foster Youth
Percent
Percent
Percent
Percent
Achievement Achievement Achievement Achievement
Level 1*
Level 2*
Level 3*
Level 4*
Total
Enrollment
Number
Tested
Percent
Tested
37
-
35
14
21
94.6
-
51
50
52
14
14
14
20
14
24
14
21
10
30
50
13
23
13
N/A
N/A
N/A
N/A
N/A
N/A
N/A
3
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
2
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
33
55
12
21
12
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category
is too small for statistical accuracy or to protect student privacy.
Note: The number of students tested includes students that did not receive a score; however, the number of students tested is not the
number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students
with scores.
* Level 1 = Standard not met
Level 2 = Standard nearly met
Level 3 = Standard met
Level 4 = Standard exceeded
Page 9 of 28
ELA - Grade 5
Student Groups
All Students
Male
Female
Black or African
American
American Indian or
Alaska Native
Asian
Filipino
Hispanic or Latino
Native Hawaiian or
Pacific Islander
White
Two or More Races
Socioeconomically
Disadvantaged
English Learners
Students with
Disabilities
Students Receiving
Migrant Education
Services
Foster Youth
Percent
Percent
Percent
Percent
Achievement Achievement Achievement Achievement
Level 1*
Level 2*
Level 3*
Level 4*
Total
Enrollment
Number
Tested
Percent
Tested
26
-
25
11
14
96.2
-
44
55
36
24
18
29
20
18
21
8
0
14
20
40
25
20
10
N/A
N/A
N/A
N/A
N/A
N/A
N/A
5
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
22
45
23
23
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category
is too small for statistical accuracy or to protect student privacy.
Note: The number of students tested includes students that did not receive a score; however, the number of students tested is not the
number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students
with scores.
* Level 1 = Standard not met
Level 2 = Standard nearly met
Level 3 = Standard met
Level 4 = Standard exceeded
Page 10 of 28
ELA - Grade 6
Student Groups
All Students
Male
Female
Black or African
American
American Indian or
Alaska Native
Asian
Filipino
Hispanic or Latino
Native Hawaiian or
Pacific Islander
White
Two or More Races
Socioeconomically
Disadvantaged
English Learners
Students with
Disabilities
Students Receiving
Migrant Education
Services
Foster Youth
Percent
Percent
Percent
Percent
Achievement Achievement Achievement Achievement
Level 1*
Level 2*
Level 3*
Level 4*
Total
Enrollment
Number
Tested
Percent
Tested
16
-
15
5
10
93.8
-
80
N/A
N/A
7
N/A
N/A
13
N/A
N/A
0
N/A
N/A
11
82
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
13
77
15
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category
is too small for statistical accuracy or to protect student privacy.
Note: The number of students tested includes students that did not receive a score; however, the number of students tested is not the
number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students
with scores.
* Level 1 = Standard not met
Level 2 = Standard nearly met
Level 3 = Standard met
Level 4 = Standard exceeded
Page 11 of 28
ELA - Grade 7
Student Groups
All Students
Male
Female
Black or African
American
American Indian or
Alaska Native
Asian
Filipino
Hispanic or Latino
Native Hawaiian or
Pacific Islander
White
Two or More Races
Socioeconomically
Disadvantaged
English Learners
Students with
Disabilities
Students Receiving
Migrant Education
Services
Foster Youth
Percent
Percent
Percent
Percent
Achievement Achievement Achievement Achievement
Level 1*
Level 2*
Level 3*
Level 4*
Total
Enrollment
Number
Tested
Percent
Tested
15
-
15
9
6
100
-
47
N/A
N/A
27
N/A
N/A
27
N/A
N/A
0
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
5
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
13
46
23
31
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category
is too small for statistical accuracy or to protect student privacy.
Note: The number of students tested includes students that did not receive a score; however, the number of students tested is not the
number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students
with scores.
* Level 1 = Standard not met
Level 2 = Standard nearly met
Level 3 = Standard met
Level 4 = Standard exceeded
Page 12 of 28
Percent
Percent
Percent
Percent
Achievement Achievement Achievement Achievement
Level 1*
Level 2*
Level 3*
Level 4*
Total
Enrollment
Number
Tested
Percent
Tested
56
-
54
21
33
96.4
-
35
24
42
43
43
45
22
33
13
0
0
0
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
11
N/A
N/A
18
N/A
N/A
36
N/A
N/A
45
N/A
N/A
0
N/A
N/A
N/A
N/A
N/A
N/A
2
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
25
35
42
23
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category
is too small for statistical accuracy or to protect student privacy.
Note: The number of students tested includes students that did not receive a score; however, the number of students tested is not the
number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students
with scores.
* Level 1 = Standard not met
Level 2 = Standard nearly met
Level 3 = Standard met
Level 4 = Standard exceeded
Page 13 of 28
Mathematics - Grade 4
Student Groups
All Students
Male
Female
Black or African
American
American Indian or
Alaska Native
Asian
Filipino
Hispanic or Latino
Native Hawaiian or
Pacific Islander
White
Two or More Races
Socioeconomically
Disadvantaged
English Learners
Students with
Disabilities
Students Receiving
Migrant Education
Services
Foster Youth
Percent
Percent
Percent
Percent
Achievement Achievement Achievement Achievement
Level 1*
Level 2*
Level 3*
Level 4*
Total
Enrollment
Number
Tested
Percent
Tested
37
-
35
14
21
94.6
-
34
36
33
46
36
47
17
21
17
3
7
3
30
33
47
17
N/A
N/A
N/A
N/A
N/A
N/A
N/A
3
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
2
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
33
36
45
15
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category
is too small for statistical accuracy or to protect student privacy.
Note: The number of students tested includes students that did not receive a score; however, the number of students tested is not the
number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students
with scores.
* Level 1 = Standard not met
Level 2 = Standard nearly met
Level 3 = Standard met
Level 4 = Standard exceeded
Page 14 of 28
Mathematics - Grade 5
Student Groups
All Students
Male
Female
Black or African
American
American Indian or
Alaska Native
Asian
Filipino
Hispanic or Latino
Native Hawaiian or
Pacific Islander
White
Two or More Races
Socioeconomically
Disadvantaged
English Learners
Students with
Disabilities
Students Receiving
Migrant Education
Services
Foster Youth
Percent
Percent
Percent
Percent
Achievement Achievement Achievement Achievement
Level 1*
Level 2*
Level 3*
Level 4*
Total
Enrollment
Number
Tested
Percent
Tested
26
-
25
11
14
96.2
-
64
73
57
20
9
29
4
9
0
12
9
14
20
33
47
17
N/A
N/A
N/A
N/A
N/A
N/A
N/A
5
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
22
33
47
17
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category
is too small for statistical accuracy or to protect student privacy.
Note: The number of students tested includes students that did not receive a score; however, the number of students tested is not the
number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students
with scores.
* Level 1 = Standard not met
Level 2 = Standard nearly met
Level 3 = Standard met
Level 4 = Standard exceeded
Page 15 of 28
Mathematics - Grade 6
Student Groups
All Students
Male
Female
Black or African
American
American Indian or
Alaska Native
Asian
Filipino
Hispanic or Latino
Native Hawaiian or
Pacific Islander
White
Two or More Races
Socioeconomically
Disadvantaged
English Learners
Students with
Disabilities
Students Receiving
Migrant Education
Services
Foster Youth
Percent
Percent
Percent
Percent
Achievement Achievement Achievement Achievement
Level 1*
Level 2*
Level 3*
Level 4*
Total
Enrollment
Number
Tested
Percent
Tested
16
-
15
5
10
93.8
-
73
N/A
N/A
27
N/A
N/A
0
N/A
N/A
0
N/A
N/A
11
82
18
N/A
N/A
N/A
N/A
N/A
N/A
N/A
4
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
13
69
31
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category
is too small for statistical accuracy or to protect student privacy.
Note: The number of students tested includes students that did not receive a score; however, the number of students tested is not the
number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students
with scores.
* Level 1 = Standard not met
Level 2 = Standard nearly met
Level 3 = Standard met
Level 4 = Standard exceeded
Page 16 of 28
Mathematics - Grade 7
Student Groups
All Students
Male
Female
Black or African
American
American Indian or
Alaska Native
Asian
Filipino
Hispanic or Latino
Native Hawaiian or
Pacific Islander
White
Two or More Races
Socioeconomically
Disadvantaged
English Learners
Students with
Disabilities
Students Receiving
Migrant Education
Services
Foster Youth
Percent
Percent
Percent
Percent
Achievement Achievement Achievement Achievement
Level 1*
Level 2*
Level 3*
Level 4*
Total
Enrollment
Number
Tested
Percent
Tested
15
-
15
9
6
100
-
40
N/A
N/A
47
N/A
N/A
13
N/A
N/A
0
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
5
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
13
38
46
15
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category
is too small for statistical accuracy or to protect student privacy.
Note: The number of students tested includes students that did not receive a score; however, the number of students tested is not the
number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students
with scores.
* Level 1 = Standard not met
Level 2 = Standard nearly met
Level 3 = Standard met
Level 4 = Standard exceeded
Page 17 of 28
Science (grades 5,
8, and 10)
40
52
45.5
40
52
62
63
Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is
too small for statistical accuracy or to protect student privacy.
Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is
too small for statistical accuracy or to protect student privacy.
59
Page 18 of 28
N/A
N/A
N/A
Percent
N/A
N/A
Pupil outcomes in the subject areas of English, mathematics, and physical education
The following sections regarding the California High School Exit Examination are not
applicable to Fortune Schools. At this time, Fortune Schools offer education for
grades K- 7 and does not operate a high school site.
California High School Exit Examination Results for Grade Ten Students N/A
Subject
201213
English Language
Arts
Mathematics
201415
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this
category is too small for statistical accuracy or to protect student privacy.
Page 19 of 28
California High School Exit Examination Grade Ten Results by Student Group
(School Year 201415) (if applicable)*
English Language Arts
Percent
Percent
Percent
Not
Proficient Advanced
Proficient
Student Group
N/A
N/A
Mathematics
Percent
Not
Proficient
Percent
Proficient
Percent
Advanced
N/A
N/A
N/A
N/A
Percent of Students
Meeting Four of Six
Fitness Standards
Percent of Students
Meeting Five of Six
Fitness Standards
Percent of Students
Meeting Six of Six
Fitness Standards
70.90%
37.50%
54.20%
75.10%
25.00%
37.50%
Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this
category is too small for statistical accuracy or to protect student privacy.
Page 20 of 28
C. Engagement
State Priority: Parental Involvement
The SARC provides the following information relevant to the State priority: Parental Involvement (Priority 3):
Efforts the school district makes to seek parent input in making decisions for the school district and
each schoolsite
School
District
State
201112 201213 201314 201112 201213 201314 201112 201213 201314
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
School
District
State
NA
NA
NA
Page 21 of 28
School
District
State
201213 201314 201415 201213 201314 201415 201213 201314 201415
N/A*
N/A*
0
0
0
0
8.14
.32
7.85
0.3
6.27
0.28
5.07
.13
4.36
0.1
3.8
0.09
*Hardy Brown College Prep did not open its doors until the 2013-14 school year.
School
Yes
Yes
Yes
No
No
Yes
N/A
District
Yes
Yes
Yes
No
No
Yes
N/A
State
-
School
N/A
N/A
N/A
N/A
N/A
District
N/A
N/A
N/A
N/A
N/A
Page 22 of 28
Avg.
Class
Size
TK
K
1
2
3
4
4/5
5
6
7
8
N/A
25
26
25
21
25
19
22
N/A
N/A
31
201213
Number of
Classes*
1-20
21-32
33+
3
3
3
2
1
1
1
1
N/A
N/A
N/A
N/A
N/A
N/A
1
-
Avg.
Class
Size
14
28
26
23
23
30
N/A
29
14
N/A
N/A
201314
Number of
Classes*
1-20
21-32
33+
1
3
2
3
2
1
N/A
1
1
N/A
N/A
-
Avg.
Class
Size
18
26
26
28
28
18
N/A
26
17
17
N/A
201415
Number of
Classes*
1-20
21-32
33+
1
3
3
2
2
2
N/A
N/A
N/A
1
1
1
N/A
N/A
N/A
* Number of classes indicates how many classes fall into each size category (a range of total students per class).
Avg.
Class
Size
N/A
Mathematics
N/A
Science
Social
Science
N/A
201213
Number of Classes*
1-22 23-32 33+
Avg.
Class
Size
201314
Number of Classes*
1-22 23-32 33+
201415
Avg.
Class Number of Classes*
Size
1-22 23-32 33+
N/A
* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the
secondary school level, this information is reported by subject area rather than grade level. At this time Hardy Brown College Prep does
not offer Secondary Education.
Number of FTE*
Assigned to School
Average Number of
Students per
Academic Counselor
--
N/A
--
N/A
--
N/A
--
N/A
----
N/A
N/A
N/A
N/A
N/A
1
1
Page 23 of 28
Other
N/A
N/A
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 201314)
Level
School Site
District
Percent Difference School Site
and District
State
Percent Difference School Site
and State
$ 7,427
N/A
Expenditures
Per Pupil
(Supplemental/
Restricted)
$ 846
N/A
Expenditures
Per Pupil
(Basic/
Unrestricted)
$ 6,581
-
N/A
N/A
(63%)
N/A
N/A
8,336
71,094
N/A
N/A
(10.90%)*
(36.42%)*
Total
Expenditures
Per Pupil
Average
Teacher
Salary
$ 45,203
73,599
District
Amount
$45,648
$55,000
$65,447
$75,000
$75,000
N/A
N/A
26.83%
5.26%
State Average
For Districts
In Same Category
$ 24,575
74,380
124,184
-------
*For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. Values
are those reported for San Bernardino City Unified School District.
Page 24 of 28
Number of
AP Courses Offered*
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Percent of Students
In AP Courses
N/A
N/A
N/A
N/A
N/A
N/A
N/A