School Accountability Report Card Reported for School Year 2006-07 Published During 2007-08

 

2006-07 Executive Summary School Accountability Report Card

Troy High School

Address: 

2200 East Dorothy Ln. , Fullerton   CA  92831-3036 

Phone: 

(714) 626-4401 

Principal: 

Maggie  Buchan 

Grade Span: 

9  - 12 

 

This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of school accountability. The data presented in this report are reported for the 2006-07 school year, except the School Finances and School Completion data that are reported for the 2005-06 school year. For additional information about the school, parents and community members should review the entire SARC or contact the school principal or the district office. 

 

About This School

 

 

Troy High School, a four-year comprehensive high school, served approximately 2,450 students in 2006/07.  Troy High School opened in 1964 and is located near California State University, Fullerton.

 

Long an innovator in educational strategies and curriculum, the school attracts students from surrounding areas of Orange County, primarily through the reputation of its technology and science programs.  For the reporting year, 77 percent of Troy students came from outside the immediate attendance area.  In 1986, the Troy Tech program, a high technology magnet for gifted and talented students, was established.  As a result, an infusion of computers and other aspects of educational technology into all areas of the school’s curriculum occurred at a rapid rate.  Concurrent with the establishment of Troy Tech, the school implemented the International Baccalaureate program.  This comprehensive and cohesive liberal arts-centered course of study adheres to worldwide standards of excellence.

 

Troy High School’s mission is to “provide both a comprehensive liberal arts educational program and a specialized program of study for students of all abilities and backgrounds.” At each stage of their development and in each pathway of study, students are being shaped into critical thinkers, effective communicators, good citizens, and life-long learners. As such, students are encouraged to articulate and pursue a personal and professional vision for their own futures. Troy’s educational community is committed to helping its students actualize their visions.

 

In June 2002, Troy received a full six-year accreditation from the Western Association of Schools and Colleges.

 

 

Student Enrollment 

 

Group 

Enrollment 

Number of students 

2443 

African American 

1.02  %

American Indian or Alaska Native 

0.37  %

Asian 

40.73  %

Filipino 

4.01  %

Hispanic or Latino 

13.75  %

Pacific Islander 

0.12  %

White (not Hispanic) 

29.23  %

Multiple or No Response 

10.77  %

Socioeconomically Disadvantaged 

1  %

English Learners 

8  %

Students with Disabilities 

7  %

 

Teachers 

 

Indicator 

Teachers 

Teachers with full credential 

99 

Teachers without full credential 

3 

Teachers Teaching Outside Subject Area of Competence 

1

Misassignments of Teachers of English Learners 

0

Total Teacher Misassignments  

1

 

School Facilities 

Summary of Most Recent Site Inspection 

 

An inspection of site buildings and facilities is conducted quarterly throughout the school year.  The maintenance, upkeep, and repair of the buildings and grounds are checked to verify that everything is clean and in good repair.  The last scheduled inspection was conducted in the late spring.

 

Repairs Needed 

As of the last site inspection no major or emergency repairs were needed.  Any minor repairs were noted on the inspection summary and are routinely corrected before the next inspection.

Corrective Actions Taken or Planned 

Using the District Deferred Maintenance Five-Year Plan, preventative and routine repairs are handled in a timely manner avoiding most emergency repairs.  The District Service Center responds to site needs as they arise and provides regularly scheduled maintenance in support of the site facilities.  Each year items that are not on the routine maintenance list become topics of discussion with the District Budget Study Committee for recommendations as summer projects to address campus improvements beyond the basic operational needs.


 

Curriculum and Instructional Materials 

 

Core Curriculum Areas 

Pupils Who Lack Textbooks and Instructiona Materials 

Reading/Language Arts 

0%

Mathematics 

0%

Science 

0%

History-Social Science 

0%

Foreign Language 

0%

Health 

0%

Science Laboratory Equipment 

0%

 

School Finances 

 

Level 

Expenditures Per Pupil (Unrestricted Sources Only) 

School Site 

$4,832

District 

$5.490

State 

 $4,943

 

Student Performance 

 

Subject 

Students Proficient and Above on California Standards Tests 

English-Language Arts 

80%

Mathematics 

67%

Science 

76%

History-Social Science 

43%

 

Academic Progress 

 

Indicator 

Result 

2007 API Growth Score (from 2007 API Growth Report) 

914  

Statewide Rank (from 2007 API Base Report) 

10  

2007-08 Program Improvement Status (PI Year) 

 

 

School Completion 

 

Indicator 

Result 

Graduation Rate 

100%

 

Postsecondary Preparation 

 

Measures 

Percent 

Pupils Who Completed a Career Technical Education Program and Earned a High School Diploma 

Graduates Who Completed All Courses Required for University of California or California State University Admission 

 61%


 

2006-07 School Accountability Report Card Reported (SARC)

 

The School Accountability Report Card (SARC), which is required by law to be published annually, contains information about the condition and performance of each California public school. More information about SARC requirements is available at the California Department of Education (CDE) Web site at http://www.cde.ca.gov/ta/ac/sa/. For additional information about the school, parents and community members should contact the school principal or the district office. DataQuest, an online data tool at http://data1.cde.ca.gov/dataquest, contains additional information about this school and comparisons of the school to the district, the county, and the state.

 

I. About This School 

Contact Information 

This section provides the schools contact information. 

 

School 

District 

School Name 

Troy High  

District Name 

Fullerton Joint Union High  

Street 

2200 East Dorothy Ln.  

Phone Number 

(714) 870-2800 

City, State, Zip 

Fullerton  , CA  92831-3036 

Web Site 

www.fjuhsd.net

Phone Number 

(714) 626-4401 

Superintendent 

George  Giokaris 

Principal 

Maggie  Buchan 

E-mail Address 

mbuchan@fjuhsd.net 

E-mail Address 

Troyhigh.com 

CDS Code

30-66514-3037496 

 

School Description and Mission Statement 

This section provides information about the school’s goals and programs. 

 

Troy High School, a four-year comprehensive high school, served approximately 2,450 students in 2006/07.  Opened in 1964, the school is located near California State University, Fullerton.

 

Long an innovator in educational strategies and curriculum, the school attracts students from surrounding areas of Orange County, primarily through the reputation of its technology and science programs.  For the reporting year, 77 percent of Troy students came from outside the immediate attendance area.  In 1986, the Troy Tech program, a high technology magnet for gifted and talented students, was established.  As a result, an infusion of computers and other aspects of educational technology into all areas of the school’s curriculum occurred at a rapid rate.  Concurrent with the establishment of Troy Tech, the school implemented the International Baccalaureate program.  This comprehensive and cohesive liberal arts-centered course of study adheres to worldwide standards of excellence.

 

Troy High School’s mission is to “provide both a comprehensive liberal arts educational program and a specialized program of study for students of all abilities and backgrounds.” At each stage of their development and in each pathway of study, students are being shaped into critical thinkers, effective communicators, good citizens, and life-long learners. As such, students are encouraged to articulate and pursue a personal and professional vision for their own futures. Troy’s educational community is committed to helping its students actualize their visions.

 

In June 2002, Troy received a full six-year accreditation from the Western Association of Schools and Colleges.  

 

Opportunities for Parental Involvement 

 

This section provides information about opportunities for parents to become involved with school activities.  

 

Parents of Troy students are actively involved with their child’s education through a variety of clubs and organizations. The PTSA and The Troy Support Organization (TTSO) are two of the largest parent organizations and support the students and staff school-wide through their efforts. Parents are also involved with athletic booster organizations as well as groups for supporting the visual and performing arts programs. Parents assist in a variety of school operations by volunteering in the library, activities office, attendance office, textbook room, orientation, graduation, and copy services.  Additionally, parents serve as student mentors, chaperones, and guest speakers throughout the campus.  

 

Student Enrollment by Grade Level 

This table displays the number of students enrolled in each grade level at the school. 

 

Grade Level 

Number of Students 

Kindergarten 

0 

Grade 1 

0 

Grade 2 

0 

Grade 3 

0 

Grade 4 

0 

Grade 5 

0 

Grade 6 

0 

Grade 7 

0 

Grade 8 

0 

Ungraded Elementary 

0 

Grade 9 

743 

Grade 10 

603 

Grade 11 

539 

Grade 12 

558 

Ungraded Secondary 

0 

Total Enrollment 

2443 

 

Student Enrollment by Group 

This table displays the percent of students enrolled at the school who are identified as being in a particular group. 

 

Group 

Percent of Total Enrollment 

Group 

Percent of Total Enrollment 

African American 

1.02  %

White (not Hispanic) 

29.23  %

American Indian or Alaska Native 

0.37  %

Multiple or No Response 

10.77  %

Asian 

40.73  %

Socioeconomically Disadvantaged 

1  %

Filipino 

4.01  %

English Learners 

8  %

Hispanic or Latino 

13.75  %

Students with Disabilities 

7  %

Pacific Islander 

0.12  %

 

 

 

 

 

Average Class Size and Class Size Distribution (Secondary) 

This table displays by subject area the average class size and the number of classrooms that fall into each size category (a range of total students per classroom). 

 

Subject 

2004-05 

2005-06 

2006-07 

Avg. Class Size 

Number of Classrooms 

Avg. Class Size 

Number of Classrooms 

Avg. Class Size 

Number of Classrooms 

1-20 

23-32 

33+ 

1-20 

23-32 

33+ 

1-20 

23-32 

33+ 

English 

27.6 

32 

21 

27 

26.8 

36 

17 

30 

26.7 

42 

15 

32 

Mathematics 

33.3 

2 

22 

34 

33.9 

1 

15 

47 

31.7 

6 

21 

42 

Science 

33.1 

1 

18 

37 

32.7 

4 

17 

37 

33.3 

3 

17 

42 

Social Science 

34.6 

 

17 

45 

34.6 

5 

15 

45 

35.0 

1 

13 

52 

 

Participation in the Class Size Reduction Program 

This table displays the percent of students in kindergarten through grade 3 who were assigned to a classroom that participated in the Class Size Reduction Program. 

 

Grade Level 

Percent of Students Participating 

2004-05 

2005-06 

2006-07 

K 

N/A

N/A

N/A

1 

N/A

N/A

N/A

2 

N/A

N/A

N/A

3 

N/A

N/A

N/A

 

II. School Climate 

School Safety Plan 

This section provides information about the school's comprehensive safety plan. 

 

Troy High School has adopted a comprehensive school safety plan, which is reviewed and approved by the School Site Council annually. The school safety plan includes a review of California Safe Schools Assessment Data, descriptions of available intervention programs, and detailed procedures for: 1) maintaining a safe and orderly school environment; 2) campus access; 3) child abuse reporting; 4) staff notification of potentially dangerous situations; 5) disaster preparedness; 6) dress code policy and enforcement; 7) discipline; 8) maintaining a drug, alcohol, and tobacco free campus; and 9) sexual harassment, crime, and other reporting requirements.  Copies of faculty and student handbooks, disaster preparedness manuals, and District policies and procedures are incorporated in the plan for staff reference and use.  A copy of this comprehensive plan is available for public review in the Principal’s office. 

 

 

School Discipline Practices 

This section provides information about the school's efforts to create and maintain a positive learning environment, including the school’s use of disciplinary strategies. 

 

Troy High School is proud to be able to provide its students an opportunity to pursue an International Baccalaureate diploma and involvement in the state approved Troy Tech magnet academy. These two high achieving programs provide students with a learning environment that promotes high academics and student achievement. In addition, Troy makes every effort to ensure that students not only receive a quality education as demonstrated by our high graduation and attendance rates but also one that is conducted in a positive environment that includes a safe campus, campus cleanliness, and a park-like setting with well groomed grounds and facilities. An opportunity for students to make a connection to the school plays an integral part in creating a positive learning environment. This connection is made through a full range of interscholastic sports, performing arts programs, Associated Student Body council, Science Olympiad Team, American Computer Science Team and the more than 50 clubs and organizations available to the students. Students are supported and monitored by the counseling team in pursuing their academic goals and a part of the role of two assistant principals is to utilize a “whole child” concept when dealing with student accolades and achievements, as well as student disciplinary interventions. 

 

Suspensions and Expulsions 

This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period. 

 

Rate 

School 

District 

2004-05 

2005-06 

2006-07 

2004-05 

2005-06 

2006-07 

Suspensions 

5.1  

7.2  

8.8  

6.6  

8.7  

9.6  

Expulsions 

0.3  

0.6  

0.0  

0.4  

0.8  

0.2  

 

III. School Facilities 

School Facility Conditions and Improvements 

This section provides information about the condition of the school’s grounds, buildings, and restrooms, and a description of any planned or recently completed facility improvements. 

 

General

 

The District takes great efforts to ensure that all schools are clean, safe, and functional.  To assist in this effort, the District uses a facility survey instrument to inspect the condition of the buildings and grounds on the campus quarterly.  The results of this survey are available at the principal’s office or at the Business Services office at the District Education Center.

 

School Buildings

 

First opened in 1964, Troy High School is built on 37 acres and includes six classroom buildings, two gymnasiums, athletic fields, and parking areas.

 

Facilities have been modified and modernized as required to provide for changing needs such as the creation of computer labs and expansion of specialized classrooms. A new science building was dedicated with ten life and physical science classrooms in the spring of 2005.  Modernization of all classrooms was completed during August, 2007.

 

Troy’s dedicated grounds and custodial staff members maintain a clean, orderly, and safe school.  Campus beautification and security projects are a priority when considering funding schoolwide resource allocations.  The District’s Service Center cooperates closely with campus staff members to respond to special maintenance needs at the school.

 

Cleaning Process and Schedule

 

The District has adopted cleaning standards for all schools in the District.  The principal and assistant principal of instruction/operations work daily with the custodial staff members to develop cleaning schedules to ensure a clean and safe school.

 

Deferred Maintenance Budget

 

The District participates in the State School Deferred Maintenance Program, which provides State matching funds on a dollar-for-dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building components.  Typically this includes roofing, plumbing, heating, air condition, electrical systems, interior or exterior painting, and floor systems.  For the 2006/07 school year, the District budgeted approximately $1,400,000 for the deferred maintenance program, an amount that represents 1 percent of the District’s General Fund Budget.

 

Deferred Maintenance Projects

 

For the 2006/07 school year, the District’s Board of Trustees has approved deferred maintenance projects for Troy High School including replacement of built-up roof on the Administration, Lecture Hall, Library, and 400 buildings, and resurfacing the floor in the kitchen and lunch room floor in the cafeteria.  A copy of the District’s complete deferred maintenance plan is available at the Business Services office at the District Education Center.

 

Modernization Projects

 

During the 2006/07 school year, local bond funds (Measure AA) and State matching funds will be used to install new heating, ventilation, and air condition in classrooms, provide wiring for technology; replace lighting in classrooms; install dropped ceilings in classrooms; install insulation in classrooms; and replace all utility mains including gas, water, sewer, and electrical.  The work on this project began in the fall of 2005, and was completed by the end of the summer of 2008. 

 

 

School Facility Good Repair Status 

This table displays the results of the most recently completed school site inspection to determine the school facility’s good repair status. 

 

Item Inspected 

Repair Status 

Repair Needed and Action Taken or Planned 

Good 

Fair 

Poor 

Gas Leaks 

X

 

 

 

Mechanical Systems 

X

 

 

 

Windows/Doors/Gates (interior and exterior) 

X

 

 

 

Interior Surfaces (walls, floors, and ceilings) 

X

 

 

 

Hazardous Materials (interior and exterior) 

X

 

 

 

Structural Damage 

X

 

 

 

Fire Safety 

X

 

 

 

Electrical (interior and exterior) 

X

 

 

 

Pest/Vermin Infestation 

X

 

 

 

Drinking Fountains (inside and outside) 

X

 

 

 

Restrooms 

X

 

 

 

Sewer 

X

 

 

 

Playground/School Grounds 

X

 

 

 

Roofs 

X

 

 

 

Overall Cleanliness 

X

 

 

 

 

Overall Summary of School Facility Good Repair Status 

This table displays the overall summary of the results of the most recently completed school site inspection. 

 

Item Inspected 

Facility Condition 

Exemplary 

Good 

Fair 

Poor 

Overall Summary 

                        X

 

IV. Teachers 

Teacher Credentials 

This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/ 

 

Teachers 

School 

District 

2004-05 

2005-06 

2006-07 

2006-07 

With Full Credential 

91 

93 

99 

596 

Without Full Credential 

5 

7 

3 

24 

Teaching Outside Subject Area of Competence 

0

0

0

N/A 

 

Teacher Misassignments and Vacant Teacher Positions 

This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. 

 

Indicator 

2005-06 

2006-07 

2007-08 

Misassignments of Teachers of English Learners  

17

1

1

Total Teacher Misassignments  

18

1

1

Vacant Teacher Positions 

0

0

0

 

Core Academic Classes Taught by No Child Left Behind Compliant Teachers 

This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers at the school, at all schools in the district, at high-poverty schools in the district, and at low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at the CDE Web site at http://www.cde.ca.gov/nclb/sr/tq/ 

 

Location of Classes 

Percent of Classes In Core Academic Subjects 

Taught by NCLB Compliant Teachers 

Taught by Non-NCLB Compliant Teachers 

This School  

100.0 

0.0 

All Schools in District  

98.4 

1.6 

High-Poverty Schools in District 

 

 

Low-Poverty Schools in District 

97.8 

2.2 

 

Substitute Teacher Availability 

This section provides information about the availability of qualified substitute teachers and the impact of any difficulties in this area on the school’s instructional program. 

 

The District pay rate for substitutes in 2006/07 was $102.00 per day for short-term assignments and $120.00 per day for assignments of ten days or more.

 

When substitutes are used, the regular classroom teacher makes lesson plans available to the substitute teachers.  In addition, the regular teacher evaluates the substitute’s services to enable Human Resources staff members to make wise choices when filling requests for substitutes. 

 

Teacher Evaluation Process 

This section provides information about the procedures and the criteria used for teacher evaluations. 

 

Evaluators who are certified to carry out this function evaluate individual teacher performance regularly.  Evaluation –both formal and informal is a vital form of communication, the intent of which is to reinforce knowledge of school standards and expectations, to assist individual teachers to maintain effective teaching skills and subject matter knowledge, and to encourage further development in proficiency.  The result is a dynamic teaching staff that provides a high quality instructional program for all students. 

 

 

V. Support Staff 

Academic Counselors and Other Support Staff 

This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. 

 

Title 

Number of FTE Assigned to School 

Average Number of Students per Academic Counselor 

Academic Counselor 

3.0 

814 

Library Media Teacher (Librarian) 

1.0

N/A 

Library Media Services Staff (paraprofessional) 

1.0

N/A 

Psychologist 

2.0 

N/A 

Social Worker 

 

N/A 

Nurse 

 

N/A 

Speech/Language/Hearing Specialist 

1.0 

N/A 

Resource Specialist (non-teaching) 

 

N/A 

Other 

 

N/A 

 

VI. Curriculum and Instructional Materials 

Quality, Currency, and Availability of Textbooks and Instructional Materials  

This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school, and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials. 

 

Core Curriculum Area 

Quality, Currency, and Availability of Textbooks and Instructional Materials 

Percent of Pupils Who Lack Their Own Assigned Textbooks and Instructional Materials 

Reading/Language Arts 

Good, Yes, Yes

0

Mathematics 

Good, Yes, Yes

0

Science 

Good, Yes, Yes

0

History-Social Science 

Good, Yes, Yes

0

Foreign Language 

Good, Yes, Yes

0

Health 

Good, Yes, Yes

0

Science Laboratory Equipment (grades 9-12) 

Good, Yes, Yes

0

 

VII. School Finances 

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2005-06) 

This table displays a comparison of the school’s per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding school expenditures and teacher salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/ and http://www.cde.ca.gov/ds/fd/cs/. 

 

Level 

Total Expenditures Per Pupil 

Expenditures Per Pupil (Supplemental) 

Expenditures Per Pupil (Basic) 

Average Teacher Salary 

School Site 

$6,292

$1,460

$4,832

$71,770

District 

N/A 

N/A 

$5,490

$71916 

Percent Difference – School Site and District 

N/A 

N/A 

12%

.2%

State 

N/A 

N/A 

$4943 

$62833 

Percent Difference – School Site and State 

N/A 

N/A 

2%

12.4%

 

Types of Services Funded 

This section provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sources. 

 

Title II funds are designated to improve teacher quality and increase the number of highly qualified teachers.  The program focuses on research based strategies to prepare and train highly qualified teachers.

Title III funds are designated to ensure that students attain English proficiency and meet the same challenging academic content and academic achievement standards required of all students.  Funds are used to teach a pilot course in technology, pay for substitutes, instructional aides, supplemental books, and conferences.

EIA funds are designated to provide a supplemental instructional program for immigrant students.  EIA funds are allotted for tutorial support, substitutes, instructional aides, supplemental books, instructional supplies, and consultant fees.

EIA/LEP funds provide support to develop English fluency in LEP students, promote students’ self-concept, promote cross-cultural understanding, and provide equal opportunity for academic achievement.  EIA/LEP funds support after-school tutoring, instructional aides, supplemental books, instructional supplies, conferences, and postage.

SB813 funds are allotted to facilitate advisement conferences that allow counselors to meet individually with all 10th grade students and their parents.

 

Teacher and Administrative Salaries (Fiscal Year 2005-06)

This table displays district-level salary information for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/cs/

 

Category

District Amount

State Average For Districts In Same Category

Beginning Teacher Salary

$43921

$39456 

Mid-Range Teacher Salary

$71536 

$66091 

Highest Teacher Salary

$93140 

$82529 

Average Principal Salary (Elementary)

 

 

Average Principal Salary (Middle)

 

 

Average Principal Salary (High)

$127414 

$116464 

Superintendent Salary

$196362 

$171138 

Percent of Budget for Teacher Salaries

38.1 %

37.4 %

Percent of Budget for Administrative Salaries

4.8 %

5.2 %

 

VIII. Student Performance 

California Standards Tests 

The California Standards Tests (CSTs) show how well students are doing in relation to the state content standards. The CSTs include English-language arts and mathematics in grades 2 through 11; science in grades 5, 8, 9, 10, and 11; and history-social science in grades 8, 9, 10, and 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and performance level, including the percent of students not tested, can be found at the CDE Web site at http://star.cde.ca.gov/. Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. 

CST Results for All Students - Three-Year Comparison 

This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards). 

 

Subject 

School 

District 

State 

2005 

2006 

2007 

2005 

2006 

2007 

2005 

2006 

2007 

English-Language Arts 

82 

86 

85 

47 

51 

54 

40 

42 

43 

Mathematics 

67 

74 

70 

26 

32 

32 

38 

40 

40 

Science 

71 

86 

86 

29 

51 

48 

27 

35 

38 

History-Social Science 

75 

80 

75 

44 

49 

47 

32 

33 

33 

 

CST Results by Student Group – Most Recent Year 

This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period. 

 

Group 

Percent of Students Scoring at Proficient or Advanced 

English-Language Arts 

Mathematics 

Science 

History-Social Science 

African American 

63 

42 

* 

45 

American Indian or Alaska Native 

* 

* 

* 

* 

Asian 

94 

89 

94 

87 

Filipino 

90 

75 

92 

70 

Hispanic or Latino 

59 

35 

66 

46 

Pacific Islander 

* 

* 

* 

* 

White (not Hispanic) 

83 

58 

79 

70 

Male 

83 

73 

87 

79 

Female 

87 

68 

84 

69 

Economically Disadvantaged 

48 

27 

56 

47 

English Learners 

56 

60 

28 

17 

Students with Disabilities 

19 

6 

* 

20 

Students Receiving Migrant Education Services 

 

 

 

 

 

Norm-Referenced Test 

The norm-referenced test (NRT), currently the California Achievement Test, Sixth Edition (CAT/6), shows how well students are doing compared to students nationally in reading, language, spelling, and mathematics in grades 3 and 7 only. The results are reported as the percent of tested students scoring at or above the national average (the 50th percentile). Detailed information regarding NRT results for each grade level can be found at the CDE Web site at http://star.cde.ca.gov/. Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. 

NRT Results for All Students – Three-Year Comparison 

This table displays the percent of students scoring at or above the national average (the 50th percentile) in reading and mathematics. 

 

Subject 

School 

District 

State 

2005 

2006 

2007 

2005 

2006 

2007 

2005 

2006 

2007 

Reading 

 

 

 

 

 

 

 

 

 

Mathematics 

 

 

 

 

 

 

 

 

 

 

NRT Results by Student Group – Most Recent Year 

This table displays the percent of students, by group, scoring at or above the national average (the 50th percentile) in reading and mathematics for the most recent testing period.  

 

Group  

Percent of Students Scoring at or 

Reading 

Mathematics 

African American 

 

 

American Indian or Alaska Native 

 

 

Asian 

 

 

Filipino 

 

 

Hispanic or Latino 

 

 

Pacific Islander 

 

 

White (not Hispanic) 

 

 

Male 

 

 

Female 

 

 

Economically Disadvantaged 

 

 

English Learners 

 

 

Students with Disabilities 

 

 

Students Receiving Migrant Education Services 

 

 

 

Local Assessment Results 

Districts may choose to administer their own academic assessments in reading, writing, and mathematics. In such cases, this table displays the percent of students, by grade level and subject area, meeting or exceeding the district standard. 

 

Grade Level 

Reading 

Writing 

Mathematics 

2005 

2006 

2007 

2005 

2006 

2007 

2005 

2006 

2007 

K 

 

 

 

 

 

 

 

 

 

1 

 

 

 

 

 

 

 

 

 

2 

 

 

 

 

 

 

 

 

 

3 

 

 

 

 

 

 

 

 

 

4 

 

 

 

 

 

 

 

 

 

5 

 

 

 

 

 

 

 

 

 

6 

 

 

 

 

 

 

 

 

 

7 

 

 

 

 

 

 

 

 

 

8 

 

 

 

 

 

 

 

 

 

9 

 

 

 

 

 

 

 

 

 

10 

 

 

 

 

 

 

 

 

 

11 

 

 

 

 

 

 

 

 

 

12 

 

 

 

 

 

 

 

 

 

 

California High School Exit Exam (CAHSEE) Results

  The California High School Exit Exam is primarily used as a graduation requirement in California, but the results of this exam are also used to determine Adequate Yearly Progress (AYP) for high schools, as required by the federal No Child Left Behind (NCLB) law. The CAHSEE has an English language-arts section and a math section and, for purposes of calculating AYP, three performance levels were set: Advanced, Proficient, and Not Proficient. Note: To protect student privacy, scores are not shown when the number of students is 10 or less. The score a student must achieve to be considered Proficient is different than the passing score for the graduation requirement. 

CAHSEE Results for All Students – Three-Year Comparison

  This table displays the percent of students achieving at the Proficient or Advanced level. 

 

Subject  

2004-05  

2005-06  

2006-07  

School  

District  

State  

School  

District  

State  

School  

District  

State  

English  

86.4 

56.8 

49.0 

90.0 

67.7 

51.1 

90.5 

62.8 

48.6 

Mathematics  

88.1 

57.8 

45.2 

89.8 

68.3 

46.8 

92.1 

66.3 

49.9 

 

CAHSEE Results by Student Group – Most Recent Year

  This table displays the percent of students, by group, achieving at each performance level in English language-arts and mathematics separately for the most recent testing period. 

 

Group  

English  

Mathematics  

Not Proficient  

Proficient  

Advanced  

Not Proficient  

Proficient  

Advanced  

All Students  

9.5 

15.2 

75.3 

7.9 

19.9 

72.2 

Male 

9.1 

15.5 

75.4 

6.4 

17.8 

75.8 

Female 

10 

14.9 

75.1 

9.6 

22.4 

68 

African American 

* 

* 

* 

* 

* 

* 

American Indian or Alaska Native 

* 

* 

* 

* 

* 

* 

Asian 

5.4 

11.6 

83 

2 

9.5 

88.4 

Filipino 

5.4 

13.5 

81.1 

5.4 

27 

67.6 

Hispanic or Latino 

28.1 

31.2 

40.6 

28.6 

36.5 

34.9 

Pacific Islander 

* 

* 

* 

* 

* 

* 

White (not Hispanic) 

11 

15.4 

73.5 

10.9 

31.2 

58 

English Learners 

80 

13.3 

6.7 

33.3 

40 

26.7 

Socioeconomically Disadvantaged  

* 

* 

* 

* 

* 

* 

Students Receiving Migrant Education Services 

* 

* 

* 

* 

* 

* 

Students with Disabilities 

* 

* 

* 

* 

* 

* 

 

California Physical Fitness Test Results 

The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. 

 

Grade Level 

Percent of Students Meeting Fitness Standards 

5 

 

7 

 

9 

59.8 

 

IX. Accountability 

Academic Performance Index 

The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/. 

API Ranks – Three-Year Comparison 

This table displays the school’s statewide and similar schools API ranks. These ranks are published when the Base API is released each March. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest 10 percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest 10 percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing 10 schools of the 100 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools. 

 

API Rank 

2004 

2005 

2006 

Statewide 

10  

10  

10  

Similar Schools 

10  

10  

10  

 

API Changes by Student Group – Three-Year Comparison 

This table displays by student group the actual API changes in points added or lost for the past three years, and the most recent API score. Note: "N/A" means that the student group is not numerically significant. 

 

Group 

Actual API Change 

API Score 

2004-05 

2005-06 

2006-07 

2007 

All Students at the School 

-1  

27  

-10  

914  

African American 

 

 

 

 

American Indian or Alaska Native 

 

 

 

 

Asian 

6  

21  

-6  

972  

Filipino 

 

 

 

 

Hispanic or Latino 

15  

50  

-20  

790  

Pacific Islander 

 

 

 

 

White (not Hispanic) 

3  

18  

-21  

883  

Socioeconomically Disadvantaged 

 

 

 

 

English Learners 

N/A 

 

 

786  

Students with Disabilities 

N/A 

 

-62  

548  

 

State Award and Intervention Programs 

This section will contain information about the school’s participation in various state intervention and award programs only to the extent these programs were funded for the period addressed by this report. 

 

N/A

 

Adequate Yearly Progress 

The federal NCLB act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: 

*       Participation rate on the state's standards-based assessments in English-language arts (ELA) and mathematics

*       Percent proficient on the state's standards-based assessments in ELA and mathematics

*       API as an additional indicator

*       Graduation rate (for secondary schools)

Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/

AYP Overall and by Criteria 

This table displays an indication of whether the school and the district made AYP overall and whether the school and the district met each of the AYP criteria. 

 

AYP Criteria 

School 

District 

Overall 

Yes  

No  

Participation Rate - English-Language Arts 

Yes  

No  

Participation Rate - Mathematics 

Yes  

No  

Percent Proficient - English-Language Arts 

Yes  

Yes  

Percent Proficient - Mathematics 

Yes  

Yes  

API 

Yes  

Yes  

Graduation Rate 

Yes  

Yes  

 

Federal Intervention Program

Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Detailed information about PI identification can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.  

 

Indicator 

School 

District 

Program Improvement Status 

 

In PI  

First Year of Program Improvement 

 

2004-2005  

Year in Program Improvement 

 

Year 2  

Number of Schools Currently in Program Improvement 

N/A 

1 

Percent of Schools Currently in Program Improvement 

N/A 

12.5 

 

X. School Completion and Postsecondary Preparation 

Dropout Rate and Graduation Rate

This table displays the school’s one-year dropout rates and graduation rates for the most recent three-year period for which data is available. For comparison purposes, data are also provided at the district and state levels. Detailed information about dropout rates and graduation rates can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/. 

 

Indicator 

School 

District 

State 

2003-04 

2004-05 

2005-06 

2003-04 

2004-05 

2005-06 

2003-04 

2004-05 

2005-06 

Dropout Rate (1-year) 

 

 

0.1 

0.4 

0.4 

0.7 

3.2 

3.1 

3.5 

Graduation Rate 

100.0 

100.0 

99.4 

97.7 

97.8 

96.6 

85.3 

85.0 

83.0 

 

Completion of High School Graduation Requirements 

Students in California public schools must pass both the English-language arts and mathematics portions of the California High School Exit Examination (CAHSEE) to receive a high school diploma. For students who began the 2006-07 school year in the 12th grade, as evidenced by that school year’s October CBEDS enrollment, this table displays by student group the percent who met all state and local graduation requirements for grade 12 completion, including having passed both portions of the CAHSEE or received a local waiver or state exemption. Detailed information about the CAHSEE can be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/hs/. Note: "N/A" means that the student group is not numerically significant. 

 

Group 

Graduating Class of 2007 

School 

District 

State 

All Students 

489

2913

N/A

African American 

7

71

N/A

American Indian or Alaska Native 

2

6

N/A

Asian 

208

621

N/A

Filipino 

13

77

N/A

Hispanic or Latino 

40

1018

N/A

Pacific Islander 

0

4

N/A

White (not Hispanic) 

162

910

N/A

Socioeconomically Disadvantaged 

8

377

N/A

English Learners 

7

509

N/A

Students with Disabilities 

18

132

N/A

 

Career Technical Education Programs 

This section provides information about the degree to which pupils are prepared to enter the workforce, including a list of career technical education (CTE) programs offered at the school. 

 

The District’s instructional programs foster acquisition and growth of vital work readiness skills including critical thinking, problem solving, communication, use of technology, interpersonal relationships, and personal moral and civic values.  Specialized programs for students are offered which integrate career learning and work readiness as follows:  Regional Occupational Programs, Career Center Units, Carl Perkins Vocational Education, AVID, and NJROTC.  Troy High School also participates in various local business partnerships.

 

In conjunction with ROP, students can enroll in other specialized programs that integrate academic learning and work readiness. Offerings include retail trades/hardware/home improvement, health careers, automotive technology, computer-aided drafting, business technology, agriculture, the law and legal careers, and computer technology.

 

 

Career Technical Education Participation 

This table displays information about participation in the school’s CTE programs. 

 

Measure 

CTE Program Participation 

Number of pupils 

1646

Percent of pupils completing a CTE program and earning a high school diploma 

0

Percent of CTE courses sequenced or articulated between the school and institutions of postsecondary education 

100%

 

Courses for University of California and/or California State University Admission 

This table displays for the most recent year two measures related to the school’s courses that are required for University of California (UC) and/or California State University (CSU) admission. Detailed information about student enrollment in and completion of courses required for UC/CSU admission can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/. 

 

Indicator 

Percent 

Students Enrolled in Courses Required for UC/CSU Admission 

81.7 

Graduates Who Completed All Courses Required for UC/CSU Admission 

81.6 

 

Advanced Placement Courses 

This table displays for the most recent year the number of Advanced Placement (AP) courses that the school offered by subject and the percent of the school’s students enrolled in all AP courses. Detailed information about student enrollment in AP courses can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/. 

 

Subject 

Number of AP Courses Offered 

Percent of Students In AP Courses 

Computer Science 

 

N/A 

English 

6 

N/A 

Fine and Performing Arts 

4 

N/A 

Foreign Language  

 

N/A 

Mathematics 

1 

N/A 

Science 

8 

N/A 

Social Science 

5 

N/A 

All courses 

24 

14.9 

 

College Admission Test Preparation Course Program 

This section provides information about the school's college admission test preparation course program. 

 

Troy High School provides opportunities for students to strengthen personal test preparation skills for taking the SAT, SAT II, and ACT through the offering of commercial test preparation programs. These programs are offered after school, nights and weekends throughout the year to assist students in preparing for these college admissions tests.  

 

 

SAT Reasoning Test 

This table displays the percent of the school’s 12th grade students who voluntarily take the SAT Reasoning Test for college entrance, and the average verbal, math, and writing scores of those students. Detailed information regarding SAT results, and comparisons of these average scores to the district and state levels, can be found at the CDE Web site at http://www.cde.ca.gov/ds/sp/ai/. Note: Scores are not shown when the number of students tested is 10 or less either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. 

 

Indicator 

2005 

2006 

2007 

Percent of Grade 12 Students Taking the Test 

74.2 

72.0 

69.53 

Average Verbal Score 

619 

610 

618 

Average Math Score 

665 

666 

668 

Average Writing Score 

N/A 

611 

625 

 

XI. Instructional Planning and Scheduling  

School Instruction and Leadership 

This section provides information about the structure of the school's instructional program and the experience of the school’s leadership team.  

 

Principal Maggie Buchan completed her first year as principal of Troy High School during the 2006/07 school year.  The administrative team includes three assistant principals and a Dean of Attendance.  The Leadership Council consists of the department chairs, the WASC focus group leaders, the LEP Coordinator, and the administrators.  The School Site Council is also actively involved in the decision-making process at the school and membership includes teachers, classified staff members, students, parents, and the principal.

 

Parent participation at Troy High School can be observed in almost every aspect of campus life.  Parents are represented on the following District and school policy-making groups:  School Site Council, Principal’s Advisory Board, WASC, Title I/ELL Advisory Committee, and Budget Study Committee.  Booster clubs are also an important key to the success of the school.

 

Troy High School offers students a comprehensive program in both the academic and co-curricular areas.  Standards-based instruction and data-driven decision making are stressed.  The school offers a wide range of subjects and programs to meet students’ varying needs and interests.  All students take the core curriculum to meet graduation requirements and to prepare them for the challenges of life beyond high school.  Special programs exist for students with identified special needs (Special Education and English Language Development). 

 

Academic courses that prepare students for admission to the University of California/California State University system, and most private universities are available to students who indicate that preference.  International Baccalaureate (IB), Advanced Placement (AP), and honors level courses are offered as part of the regular curriculum.

 

Navy Junior Reserve Officers’ Training Corps (NJROTC) is available to all students.  The cadets learn to follow and lead.  The goal of ROTC is to build better and more productive citizens.  Regional Occupational Program (ROP) classes are also offered for those students indicating a preference in pursuing a vocation directly upon graduating from high school.  Guidance staff members work closely with students, parents, and instructional staff members to ensure that each student is enrolled in a course of study aligned with his/her individual career goals.

 

Staff members at Troy High School are dedicated to fostering the intellectual, emotional, physical, and social growth of all students. Students are treated as valuable members of the learning community.  Highly qualified staff members work to create an engaging and challenging curriculum – one designed to promote academic success for all students. 

 

Troy High School has been awarded the prestigious Golden Bell Award (1993) for the Troy Tech Internship Program from the California School Boards Association, selected as a California Distinguished School (1988, 1994, 1999, and 2005), A National Blue Ribbon School (1999 and 2006), and A New American High School (2000).

 

 

Professional Development 

This section provides information about the program for training the school's teachers and other professional staff. 

 

Staff members at Troy High School believe that professional development is a critical component in maintaining a positive and enriching learning environment.  Instructional staff members are involved in determining the focus of staff development as well as providing the leadership for various sessions.  Staff members are also encouraged to participate in conferences/workshops, which provide the latest information, and trends in education.

 

Three full instructional days are designated for professional development activities.  The Staff Development Plan addresses the key issues of the school. The goals of professional development at Troy High School focus on the Western Association of Schools and Colleges accreditation action plans, a continued focus on meeting the needs of students who are underachieving on standardized tests, and the development of new uses for technology in the classroom.

 

All departments are committed to an awareness of the various learning styles of students.  Staff development in recent years has highlighted aligning department curricula with State and District standards and frameworks, cooperative learning, Specially Designed Academic Instruction in English, technology, and Classroom Instruction That Works instructional strategies.   

 

 

Instructional Minutes 

This table displays a comparison of the number of instructional minutes offered at the school to the state requirement for each grade level. 

 

Grade Level 

Instructional Minutes 

Offered 

State Requirement 

K 

 

36,000

1 

 

50,400

2 

 

50,400

3 

 

50,400

4 

 

54,000

5 

 

54,000

6 

 

54,000

7 

 

54,000

8 

 

54,000

9 

66,119

64,800

10 

66,119

64,800

11 

66,119

64,800

12 

66,119

64,800

 

Continuation School Instructional Days 

This table displays a comparison of the number of instructional days offered at the continuation school to the state requirement for each grade level. 

 

Grade Level 

Instructional Days With At Least 180 Instructional Minutes 

Offered 

State Requirement 

9 

180 days

180 days

10 

180 days

180 days

11 

180 days

180 days

12 

180 days

180 days

 

Minimum Days in School Year 

The section provides information about the total number of days in the most recent school year that students attended school on a shortened day schedule and the reasons for the shortened day schedule. 

 

A total of six minimum day schedules are used for final examination periods to provide additional time to students for preparation and to teachers for grading and evaluation.