Orange County Department of Education
Annual Education Report on Orange County Schools
2005-2006
Prepared By
Office of Assessment, Evaluation & Accountability
February 2007
Introduction
The 2005-2006 school year presented many challenges to all districts across the state. With continued focus on California standards, the 510,114 students in Orange County, on the average, reported performances above the state averages in all academic subjects. These results and others are presented in the pages that follow.
With the current need to focus on data driven decision-making at all levels, the purpose of this report is threefold: (1) to assist County Office staff in making sense of the massive amounts of information currently available for the 28 districts served (2) to provide a comprehensive comparison of performance and demographic indicators for district, county, and state; and (3) to provide staff with a planning tool when targeting services, writing grants, or assisting districts in problem solving.
The report is divided into five sections—
?County Demographics
?Academic Achievement & Program Quality Indicators
?English Learner Progress
?College Bound Indicators of Success
?Accountability Progress Report
Below is a brief list of highlights for the 2005-2006 Orange County report:
1.Enrollment in the County is declining; from 2004 to 2006 enrollment decreased by 5,350
students.
2.The fastest growing ethnic group is Hispanic/ Latino students representing the majority
(44%) of the County’s enrollment.
3.The number of English learners in the county continues to decrease over the last several
years but remains over 144,000 students.
4.On the average, County schools continue to report scores above the state average for all
academic indicators.
5.English learners are beginning to close the achievement gap as measured by the STAR tests
but schools have a long way to go in order to have all students meet grade level standards. 6.English learners are showing growth in English language development as measured by the
CELDT test, and re-designation rates have improved.
7.County CAHSEE passing rates for first-time test-takers in grade 10 continue to surpass the
state passing rates in both Math and English-Language Arts.
TABLE OF CONTENTS
INTRODUCTION
EXECUTIVE SUMMARY
SECTION I: COUNTY DEMOGRAPHICS
Enrollment Trends (1)
Ethnic Distribution Trends ..........................................................................................................2-3 Teacher Demographics . (4)
Number and Type of Schools and Districts (5)
Average Class Size & Pupil Teacher Ratio (6)
Background Factors Related To Student Achievement ..................................................................... . (7)
Orange County Economic & Language Data (8)
Dropout Data (9)
Technology (10)
Special Education Enrollment By Disability (11)
SECTION II: ACADEMIC ACHIEVEMENT & PROGRAM QUALITY INDICATORS Standardized Testing and Reporting (STAR) Program (12)
California Standards Test (CST)..................................................................................................12-17 California Achievement Test, 6th Edition (CAT/6).. (18)
California Alternate Performance Assessment (CAPA) (19)
Aprenda 3 (20)
Physical Fitness Test (21)
California High School Exit Exam (CAHSEE)…………………………………………………………………......22-23 SECTION III: ENGLISH LEARNER PROGRESS
Goals For English Language Learners (24)
Language Fluency & Instructional Support ................................................................................... ..25-28 English Fluency Profile of Orange County Districts......................................................................... (29)
California English Language Development Test (CELDT) (30)
English Learner Academic Progress: California Standards Tests .......................................................... (31)
SECTION IV: COLLEGE BOUND INDICATORS OF SUCCESS
Advanced Placement (AP) Tests (32)
Scholastic Aptitude Test (SAT)...................................................................................................33-34 ACT Assessment (35)
Graduation Rates Based on NCES Definition (36)
College-Going Trends (37)
SECTION V: ACCOUNTABILITY PROGRESS REPORT
Academic Performance Index (API)—State Accountability (38)
Adequate Yearly Progress (AYP)—Federal Accountability (39)
Program Improvement (PI)........ . (40)
Executive Summary
Enrollment Trends
After a steady increase in enrollment for a decade, student enrollment is beginning to decrease. From 2004 to 2006 enrollment decreased by 5,350 students or approximately 1%.
Student Demographics
The student population for Orange County continues to shift. Currently Hispanic/Latino students represent 44% of the County’s enrollment; white students are 36% of the total and the Asian/Pacific Islander/Filipino population accounts for 15% of students. The County currently serves 144,118 English Learners (EL) representing 28% of all students and higher than the 25% EL students statewide. Approximately 39% of Orange County students qualify for the National School Lunch Program (NSLP) as compared with a state average of 51%.
Teaching Staff
In 2005-2006, the County employed 22,851 teachers with approximately 81% of teaching staff being Caucasian, 10% Hispanic, 7% Asian/Pacific Islander/Filipino, and 1% African American.
In 2005-2006, 97% of the teaching staff in Orange County was fully credentialed. The number of teachers with emergency credentials has dramatically decreased over the last five years although there has been a substantial increase on the number of teachers with waivers – a possible indication that teachers hold a teaching credential from another state.
Dropout Rate
The dropout rate for county students remains lower than state averages for 2006, and this rate has dropped significantly in the past five years. Due to the lack of a state student identification system, drop-out data is calculated from aggregated enrollment numbers and not from individual student tracking.
Standardized Testing and Reporting (STAR)—CST Results
The California Standards Tests(CSTs), measuring student learning of rigorous academic content standards, have seen a 4-year increase in the percentage of students meeting English language arts and math standards. The percentage of Orange County students scoring proficient or advanced surpass state averages in all subject areas at every grade level, although ‘gaps’ in performance still exist between Hispanic students and others throughout the system.
Physical Fitness Results
County Physical Fitness results show decreased performance for 2006, measured by the percent of students able to meet the individual fitness tasks. Orange County females surpass males in grades five and seven, with more females than males meeting all six fitness standards. Ninth grade males out-perform females, with 35% of males meeting all six fitness standards and 33% of females meeting all standards.
California High School Exit Exam
Beginning with the graduating Class of 2006, students in California public schools must pass the CAHSEE to receive a high school diploma. Orange County student pass rates across groups (all students, Special Education, English learners, redesignated students, and socio-economically disadvantaged students) are higher than the state average in both mathematics and English-Language Arts.
English Learner Progress
Students classified as English Learners (EL) are tested for language fluency using the California English Language Development Test (CELDT). The percent of students moving to the top two proficiency levels, Early Advanced and Advanced, doubled in five years from 24% in 2001-2002 to 49% in 2005-2006. In 2006 Orange County schools redesignated 9.7% of the EL students from English Learner (EL) to FEP, an increase from last year’s 8.3%. English Learners in Orange County also show slightly higher percents of students scoring proficient and advanced on the CSTs than state averages. Graduation Rates and College-Going Trends
In 2004-2005 (the latest year available) the county calculated graduation rate was 93.1% while the state’s was 85.0%. In 2005, approximately 58% of Orange County seniors went on to college with the majority (11,888) attending community colleges. Approximately 3,200 students attended CSU campuses while 2,500 began studies in the UC system.
Academic Performance Index (API)— State Accountability
Components used to compute the 2005-06 Academic Performance Index (API) include the results of the STAR Assessment and the California High School Exit Exam (CAHSEE). The number of Orange County districts meeting the state target of 800 or above has consistently increased. In 2003, eight districts had an API in the 800s; in 2006 that number increased to twelve out of the 28 county school districts.
Adequate Yearly Progress (AYP)—Federal Accountability
Under the federal guidelines of No Child Left Behind (NCLB) states, school districts, and schools are expected to make Adequate Yearly Progress (AYP) towards meeting academic standards. Nearly all schools met federal targets in the number of students participating in mandated testing; Orange County schools remain challenged in bringing all subgroups to academic proficiency.
Program Improvement (PI)
Schools who fail to meet federal growth targets (AYP) are subject to sanctions through Program Improvement. Overall 105 Orange County schools in eighteen districts are in Program Improvement, with the majority at the elementary level. At present, twenty-seven county schools are in years 4 or 5 of Program Improvement, which includes some form of school restructuring.
Section I COUNTY DEMOGRAPHICS
Enrollment Trends
Orange County Office of Education (OCDE) serves 28 school districts to provide over 500,000 students with a world class education. Orange County is located in southern California and is bordered by San Diego, San Bernardino and Los Angeles Counties. During the 2005-2006 school year, Orange County school districts served an enrollment of 510,114 K-12 students. From 1994 to 2004 enrollment within Orange County has steadily increased. From 2004 to 2006 enrollment decreased by 5,350 students.
Enrollment By Grade – Number of Students Enrolled in Orange County Schools
Grade 2001-02 2002-03 2003-04 2004-05 2005-06
Kinder 38,379 37,786 37,066 36,387 36,080 Grade 1 40,754 40,165 39,397 38,270 37,989 Grade 2
40,913 40,264 39,417 38,434 37,121 Grade 3 41,530 41,172 40,384 39,121 38,004 Grade 4 40,364 41,080 40,641 39,523 38,385 Grade 5 40,065 40,383 40,804 40,056 38,999 Grade 6 40,252 40,364 40,640 40,462 39,704 Grade 7 37,542 40,430 40,526 40,571 40,482 Grade 8 37,274 38,265 40,903 40,684 40,853 Grade 9 39,291 42,544 43,051 44,672 43,778 Grade 10 37,792 38,954 40,760 41,267 41,695 Grade 11 36,010 36,608 37,341 38,889 39,724 Grade 12 30,706 31,938 32,337 33,176 34,824 Ungraded 2,479 2,152 2,197 2,232 2,479 TOTAL
503,351
512,105
515,464 513,744 510,114
Source: California Department of Education (CDE)
Source: California Department of Education (CDE)
Ethnic Distribution Trends
For over a decade, the Hispanic student population has been on the increase in Orange County schools. In 1994, Hispanic/Latino students represented 35% of the enrollment in Orange County schools. Today that percentage has increased to 44% of the County’s student population, compared to 36% White and 15% Asian/Pacific Islander/Filipino.
Orange County Trends in Ethnic Distribution of Students (Percentage)
Year American Indian Asian Pacific Islander Filipino Hispanic African
American
White
Multiple/
No
Response
Total
Enrollment
1993-94 0.5 12.6 0.5 1.1 35.2 2.1 47.9 0.0 402,314 1994-95 0.5 12.4 0.5 1.2 36.2 2.2 47.0 0.0 412,266 1995-96 0.6 12.4 0.5 1.2 37.3 2.2 45.8 0.0 424,862 1996-97 0.6 12.2 0.5 1.2 38.6 2.2 44.7 0.0 442,927 1997-98 0.5 12.0 0.5 1.2 39.4 2.2 44.1 0.0 458,489 1998-99 0.5 12.0 0.6 1.3 40.3 2.1 43.1 0.1 471,404 1999-00 0.5 12.0 0.6 1.3 41.2 2.0 42.1 0.2 483,360 2000-01 0.5 12.1 0.6 1.4 42.2 2.0 40.9 0.4 494,178 2001-02 0.6 12.3 0.6 1.4 42.9 1.9 39.8 0.4 503,351 2002-03 0.6 12.4 0.6 1.5 43.6 1.9 38.5 0.9 512,105 2003-04 0.5 12.4 0.6 1.6 43.9 1.9 37.4 1.7 515,464 2004-05 0.5 12.7 0.6 1.6 44.3 1.9 36.5 1.9 513,744 2005-06
0.5
13.0
0.7
1.6
44.3
1.9
35.7
2.3
510,114
Source: California Department of Education (CDE)
Source: California Department of Education (CDE)
2005-2006 Ethnic Distribution of Students (Percentage) By Districts in Orange County
District
E n r o l l m e n t
A f r i c a n A m e r i c a n n o t H i s p a n i c
A m e r i c a n I n d i a n o r A l a s k a N a t i v e
A s i a n
F i l i p i n o
H i s p a n i c o r L a t i n o
P a c i f i c I s l a n d e r
W h i t e n o t
H i s p a n i c
M u l t i p l e o r N o R e s p o n s e Anaheim Elementary 20,690 1.9% 0.3% 4.1% 1.6% 84.4% 0.7% 6.6% 0.3% Anaheim Union High 33,112 3.2% 0.4% 11.2%
3.7%
58.3%
1.7%
21.4%
0.0% Brea-Olinda Unified 6,193 1.8% 0.4% 15.1% 1.8% 24.9% 0.3% 51.8% 3.9% Buena Park Elementary 6,237 5.4%
0.2%
13.2%
4.3%
58.6%
0.5%
13.8%
3.9% Capistrano Unified 51,245 1.3% 0.3% 5.3% 1.4% 18.2% 0.2% 67.7% 5.4% Centralia Elementary 5,036
4.0% 0.5% 1
5.1%
6.0%
43.6%
1.5%
20.4%
9.0% Cypress Elementary 4,288 4.6% 0.5% 27.5% 5.9% 21.4% 0.7% 38.1% 1.3% Fountain Valley Elementary 6,188 1.2% 0.7%
25.0%
1.4%
13.4%
0.7%
55.1%
2.5% Fullerton Elementary 13,890 2.1% 0.3% 19.7% 1.5% 46.6% 0.4% 27.8% 1.7% Fullerton Joint Union High 16,299 2.4% 0.2% 17.3%
2.3%
46.0%
0.3%
26.0%
5.5% Garden Grove Unified
49,574 1.0% 0.2% 28.8% 1.2% 52.8% 1.1% 14.9% 0.0% Huntington Beach City Elementary 6,599
0.7%
0.7%
7.9%
0.6%
11.8%
0.4%
66.5%
11.4% Huntington Beach Union High 15,757 1.3% 5.8% 22.1% 1.4% 19.2% 1.3% 48.8% 0.2% Irvine Unified
25,496
2.3%
0.7%
37.9%
2.2%
7.6%
0.4%
44.1%
4.8% La Habra City Elementary 6,165 1.2% 0.1% 1.6% 0.7% 7
5.7% 0.1% 18.0% 2.7% Laguna Beach Unified 2,861 1.2% 0.7%
3.2%
0.4%
7.9%
0.2%
84.0%
2.5% Los Alamitos Unified 9,125 2.9% 0.4% 10.6% 2.0% 1
3.0% 0.7% 65.3% 5.2% Magnolia Elementary 6,666 3.3% 0.3%
10.3%
2.8%
67.7%
1.2%
12.3%
2.2% Newport-Mesa Unified 22,122 1.2% 0.3% 4.4% 0.9% 40.3% 0.7% 52.1% 0.0% Ocean View Elementary 9,945 1.7% 0.6%
10.9%
0.9%
29.3%
0.3%
47.8%
8.6% Orange Co. Office Of Education 8,284 3.5% 0.4% 4.8% 0.6% 50.6% 0.7% 33.0% 6.4% Orange Unified
30,901 1.7% 0.5%
10.1%
1.5%
43.4%
0.6%
39.3%
3.0% Placentia-Yorba Linda Unified 26,757 2.1% 0.2% 9.4% 0.8% 31.5% 0.3% 55.8% 0.0% Saddleback Valley Unified 34,592 2.2% 0.4% 7.2%
2.7%
22.6%
0.4%
64.1%
0.5% Santa Ana Unified 59,310 0.7% 0.1% 2.7% 0.2% 91.9% 0.7% 3.4% 0.3% Savanna Elementary 2,563 5.1%
0.4%
12.0%
5.5%
53.5%
1.2%
19.8%
2.4% Tustin Unified
20,195 2.6% 0.3% 13.3% 1.9% 43.1% 0.5% 35.8% 2.6% Westminster Elementary 10,024 1.1% 0.5% 35.4% 0.7% 38.6% 1.2% 17.5% 5.0% County Totals: 510,114 1.9% 0.5% 13.0% 1.6% 44.3% 0.7% 35.7% 2.3% State Totals:
6,312,393
7.8%
0.8%
8.2%
2.6%
47.6%
0.6%
30.3%
2.0%
Source: California Department of Education (CDE)
Teacher Demographics
With the changing demographics of our student populations and communities served by schools in Orange County, it is important that districts continue to value diversity among staff as well as students.
Certificated Staff – Orange County, 2005-2006
County
State
Number of Staff
Full-Time Equivalents
Per-Pupil Ratio
Per Pupil Ratio
Administrators 1,910 1,574.6 324.0 260.3 Pupil Services 1,605 1,447.4 352.4 270.6 Teachers
22,851 22,095.3 23.1 21.0
Source: California Department of Education (CDE)
Number & Percent of Teachers By Ethnic Group
Year Number/ Percent Am
Ind/Alaska Native
Asian
Pacific Islander Filipino Hispanic/ Latino African American White Multiple/No Response Total
#
Number 118 1,050 42 126 2,036 223 19,615 215 23,425 2001-02 Percent 0.5% 4.5% 0.2% 0.5% 8.7% 1.0% 83.7% 0.9%
Number 126 1,105 42 135 2,166 220 19,607 258
23,659 2002-03 Percent 0.5% 4.7% 0.2% 0.6% 9.2% 0.9% 82.9% 1.1%
Number 102 1,114 43 134 2,182 228 19,141 302 23,246 2003-04 Percent 0.4% 4.8% 0.2% 0.6% 9.4% 1.0% 82.3% 1.3%
Number 94 1,196 42 139 2,165 226 18,902 298
23,062 2004-05 Percent 0.4% 5.2% 0.2% 0.6% 9.4% 1.0% 82% 1.3%
Number 83 1,269 50 158 2,235 223 18,590 243
22,851 2005-06
Percent 0.4% 5.6% 0.2% 0.7% 9.8% 1.0% 81.4% 1.1%
Source: California Department of Education (CDE)
Classroom Teacher Credential Report
Number and Percent of Teachers By Credential Type Full
Univ. Intern Dist. Intern Pre-Intern Emergency Waiver
Year
# of Teachers
#
%
# % # % # % # % # % 2001-02 23,425 21,497 91.8% 161 0.7% 61 0.3% 198 0.8% 1,639 7.0% 97 0.4% 2002-03
23,659 22,095 93.4% 191 0.8% 70 0.3% 204 0.9% 1,238 5.2% 78 0.3% 2003-04 23,246 22,172 94.6% 203 0.9% 85 0.4% 160 0.7% 755 3.2% 66 0.3% 2004-05 23,062 22,263 96.5% 285 1.2% 98 0.4% 70 0.3% 538 2.3% 224 1.0% 2005-06
22,851 22,240 97.3%
238
1.0%
120
0.5%
32
0.1%
392
1.7%
240
1.1%
Source: California Department of Education (CDE)
Note: Teacher credential data may not have been submitted or a teacher may hold one or more types of credential. As a result, percentages on this report may not add up to 100%.
Full—Teacher has completed a teacher preparation program and holds a preliminary, clear, professional clear or life credential.
University Internship—University credential program in which the intern is enrolled in the university taking coursework while teaching.
District Internship—District credential program in which interns participate in preparation that includes staff development, but may or may not include college coursework.
Pre Internship—The pre-internship program sponsored by school districts or county offices is designed to assist and support teachers in meeting subject-matter competence for an internship program or full credential. Employers provide basic training in classroom management, lesson planning and teaching methods.
Emergency Permit—For persons who do not qualify for a credential or internship but meet minimum requirements. The permit holder completes credential requirements through a college or university.
Waiver—Requested by an employer on behalf of an individual when the employer is unable to find credentialed teachers or individuals who qualify for an emergency permit.
Number And Type of Schools And Districts Schools By Type -- Orange County, 2005-2006
Number of
Schools Enrollment Full-Time Equivalent
Teachers1
Pupil-Teacher
Ratio2
Elementary 402 252,518 11,650.80 21.7 Middle 83 91,411 3,574.70 25.6
High School 66 147,977 5,649.40 26.2
K-12 2 1,636 55.8 29.3 Alternative 10 3,829 97.7 39.2 Special Education 8 1,665 177.1 9.4 Continuation 16 4,793 241.9 19.8 Community Day 4 184 22 8.4 Juvenile Court 1 1,018 77.2 13.2
County Community 1 5,083 237.3 21.4
Total 593 510,114 21,783.90 23.4
Source: California Department of Education (CDE)
1 FTE teacher counts include those assigned to a particular type of school; district and county office of education
teachers not associated with a school are excluded.
2 The Pupil-Teacher Ratio is enrollment divided by the number of full-time equivalent teachers. Because some
teachers are not assigned to a classroom, the Pupil-Teacher Ratio is usually smaller than the average class size.
Charter Schools
County State
2000-01 2005-06 2000-01 2005-06
Number of Schools 6 12 299 560 Enrollment 4,356 6,271 115,390 199,916
Full Time Equivalent Teachers 177.5 266.3 5,321.70 9,525.0 Pupil-Teacher Ratios124.5 23.5 21.7 21.0
Source: California Department of Education (CDE)
1 The pupil /teacher ratio is enrollment divided by the number of full-time equivalent teachers. Because some
teachers are not assigned to a classroom, the pupil/teacher ratio is usually smaller than the average class size.
Districts by Type -- Orange County, 2005-2006
Number of
Districts Enrollment
Full-Time
Equivalent
Teachers
Pupil-Teacher
Ratio1
Elementary 12 98,291 4,489.0 21.9 High 3 65,168 2,527.0 25.8 Unified 12 338,371 14,626.0 23.1 County Office of Education 1 8,284 454.0 18.2 Total 28 510,114 22,096.0 23.1
Source: California Department of Education (CDE)
1 The Pupil-Teacher Ratio is enrollment divided by the number of full-time equivalent teachers. Because some teachers
are not assigned to a classroom, the Pupil-Teacher Ratio is usually smaller than the average class size.
Average Class Size & Pupil Teacher Ratio
Average class size is the number of students enrolled in classes divided by the number of classes. The count excludes special education classes, classes with no enrollment or enrollment over 50, and other minor items. The slight increase in class size is directly related to changes in state funding and budget shortfalls to fund the additional cost related to class size reduction in most districts.
Average Class Size Trends
County State
2002 2003 2004 2005 2006 2002 2003 2004 2005 2006 Schoolwide 28.1 27.4 29.2 29.3 28.9 26.3 26.2 27.4 27.3 27.3 Kindergarten 21.6 20.8 22.9 24.4 24.9 18.7 19.0 19.6 19.7 20.5 Grade 1 19.2 19.1 19.3 19.3 19.4 19.1 19.2 19.3 19.3 19.3 Grade 2 19.0 18.9 19.2 19.3 19.4 18.7 19.1 19.2 19.2 19.2 Grade 3 19.7 19.7 20.7 20.8 21.1 19.1 19.4 19.8 19.8 19.7 Grade 4 29.7 29.5 30.2 30.4 30.2 28.3 28.8 29.2 29.0 28.9 Grade 5 29.8 30.2 30.5 30.7 30.6 28.8 29.2 29.4 29.5 29.3 Grade 6 30.1 29.9 30.4 30.4 29.9 29.1 29.3 29.4 29.5 29.3 Grade 7 27.0 18.5 22.0 29.0 21.5 23.7 27.1 26.5 26.7 26.9 Grade 8 22.0 12.9 22.0 21.5 25.0 23.4 26.0 25.9 26.5 26.1 K-3 Combinations 18.7 17.9 18.8 19.0 18.9 18.5 18.0 18.7 18.7 18.6 3-4 Combinations 21.7 16.5 22.6 24.2 23.8 20.7 19.6 21.2 21.6 21.5 4-8 Combinations 28.1 26.0 28.7 28.3 28.2 26.7 25.5 26.6 26.5 26.0 Continuation 19.2 14.2 - 18.0 23.6 14.9 14.6 - 17.5 17.7 Community Day 11.3 16.9 17.8 30.8 28.7 12.3 12.0 13.0 13.7 12.6 Other Self-Contained 18.4 14.2 13.9 16.2 30.0 17.1 16.3 18.5 19.4 20.2 Secondary Courses
English 27.0 26.1 28.3 28.4 28.0 24.9 24.8 26.2 26.1 26.1 Math 29.3 28.3 30.5 30.5 29.8 27.1 27.0 28.2 28.0 27.8 Social Science 30.8 30.2 31.7 31.7 31.7 28.5 28.9 30.0 29.7 29.7 Science 30.9 30.2 31.8 31.9 31.6 29.2 29.0 30.1 30.0 29.8
Source: California Department of Education (CDE)
Pupil/teacher ratio is the enrollment in a school or district divided by the full-time equivalent (FTE) number. The ratio is usually smaller than the average class size because some teachers are not in regular classrooms full-time. The County pupil/teacher ratio has been consistently higher than the state average for the last eight years.
Pupil Teacher Ratio
School Year County State
1998-99 22.4 21.2
1999-00 22.2 20.9
2000-01 22.0 20.7
2001-02 22.1 20.6
2002-03 22.2 20.8
2003-04 22.8 21.2
2004-05 23.0 21.2
2005-06 23.1 21.0
Source: California Department of Education (CDE)
Background Factors Related to Student Achievement
The California Department of Education recommends that student achievement results and other performance data be presented within the context of other background factors. Research has shown that the following factors have an impact on student achievement:
?Income at or below the poverty level
(Participation in the National School Lunch Program with Free/Reduced Price Meals) ?English learner status
?Parent education
?High mobility rate
Source: California Department of Education (CDE)
Orange County Economic & Language Data for 2005-2006
District Enrollment Number
of
Schools
Free & Reduced
Price Meals English Learners
% Fully
Credentialed
Teachers
Anaheim Elementary 20,690 23 16,915 (81.8%) 12,255 (59.2%) 98.6
Anaheim Union High 33,112 21 15,867 (48.1%) 8,532 (25.8%) 96.0 Brea-Olinda Unified 6,193 9 1,299 (20.9%) 555 (9.0%) 97.5 Buena Park Elementary 6,237 7 4,196 (67.3%) 2,891 (46.4%) 97.8 Capistrano Unified 51,245 58 7,088 (14.0%) 5,696 (11.1%) 96.0 Centralia Elementary 5,036 9 2,370 (47.1%) 1,633 (32.4%) 100.0 Cypress Elementary 4,288 9 952 (22.1%) 630 (14.7%) 98.2 Fountain Valley Elementary 6,188 11 944 (15.3%) 708 (11.4%) 98.9 Fullerton Elementary 13,890 20 5,601 (40.3%) 3,718 (26.8%) 97.9 Fullerton Joint Union High 16,299 8 1,398 (10.0%) 3,421 (21.0%) 90.9 Garden Grove Unified 49,574 67 29,835 (60.2%) 23,133 (46.7%) 98.5 Huntington Beach City Elementary 6,599 9 862 (12.8%) 499 (7.6%) 99.6 Huntington Beach Union High 15,757 9 3,029 (19.2%) 1,511 (9.6%) 96.7 Irvine Unified 25,496 33 1,587 (6.2%) 3,106 (12.2%) 98.5 La Habra City Elementary 6,165 9 4,478 (72.4%) 2,568 (41.7%) 99.7 Laguna Beach Unified 2,861 4 149 (5.2%) 110 (3.8%) 100.0 Los Alamitos Unified 9,125 10 932 (10.2%) 229 (2.5%) 98.8 Magnolia Elementary 6,666 9 4,952 (77.3%) 3,823 (57.4%) 99.7 Newport-Mesa Unified 22,122 31 8,891 (40.9%) 5,408 (24.4%) 98.5 Ocean View Elementary 9,945 15 3,238 (32.6%) 2,233 (22.5%) 98.6 Orange Co. Office Of Education 8,284 4 1,534 (18.5%) 3,428 (41.4%) 88.0 Orange Unified 30,901 42 10,106 (33.7%) 6,655 (21.5%) 95.8 Placentia-Yorba Linda Unified 26,757 32 6,747 (25.2%) 3,949 (14.8%) 98.2 Saddleback Valley Unified 34,592 37 5,108 (14.7%) 3,380 (9.8%) 98.8 Santa Ana Unified 59,310 60 42,547 (74.1%) 33,120 (55.8%) 97.1 Savanna Elementary 2,563 4 1,544 (60.4%) 1,102 (43.0%) 100.0 Tustin Unified 20,195 28 5,458 (27.1%) 4,996 (24.7%) 98.1 Westminster Elementary 10,024 15 6,175 (61.7%) 4,829 (48.2%) 96.8 County Totals: 510,114 593 193,802 (38.5%) 144,118 ( 28.3 %) 97.3
State Totals: 6,312,393 9,833 3,162,439 (51.2%) 1,570,424 (24.9%) 94.2
Source: California Department of Education (CDE)
D ropout Data
In October, 2003, the California Department of Education (CDE) adopted the National Center for Educational Statistics (NCES) Dropout definition. Following the new guidelines, the CDE now defines
a dropout as a person who:
1.Was enrolled in grades 7, 8, 9, 10, 11 or 12 at some time during the previous school year
AND left school prior to completing the school year AND has not returned to school as
of CBEDS Information Day in October.
OR
2.Did not begin attending the next grade (7, 8, 9, 10, 11 or 12) in the school to which they
were assigned or in which they had pre-registered or were expected to attend by CBEDS
Information Day in October.
According to the California Department of Education, the 4-year derived dropout rate is an estimate of the percent of students who would drop out in a four-year period based on data collected for a single year for grades 9-12.
The state and county 4-year derived dropout rate has steadily declined since 1991-92. Changes in dropout rates up to 2003-04 may be in part due to better record-keeping. Dropout reporting requirements changed beginning in the 2002-2003 school year to be in alignment with No Child Left Behind (NCLB) federal reporting requirements. The dropout rate for 2005-2006 showed a decrease at both the state (12.7) and county (5.0) levels.
4-Year Dropout Rate (Prior Year)
School Year Orange County California
2000-01 7.5 11.0
2001-02 7.0 10.9
2002-03 8.0 12.7
2003-04 6.0 13.1
2004-05 6.0 13.3
2005-06 5.0 12.7
Source: California Department of Education (CDE)
Technology
Descriptions of student access to technology from the California Department of Education are as follows—
?Number of Computers: This is the number of computers owned or leased by the school that are used for instructionally-related purposes (e.g., direct instruction, curriculum development, classroom management, preparation of instructional materials, or similar activities).
?Number of Students per Computer: This is the number of K-12 public school students divided by the number of computers owned or leased by the school that are used for instructionally-related purposes
(e.g., direct instruction, curriculum development, classroom management, preparation of instructional
materials, or similar activities).
?Number of Classrooms with Internet: This is the number of classrooms or other instructional settings at the school (such as computer lab, library, or career center) with an Internet connection. If a classroom has more than one internet connection, that classroom is still only counted once.
Technology Trends in Orange County Schools
Year # of Computers # of Students per
Computer
# of Classrooms with
Internet
2000-01 63,730 7.8 15,719
2001-02 81,163 6.2 18,501
2002-03 91,044 5.6 20,717
2003-04 94,848 5.4 21,594
2004-05 100,545 5.1 21,956
2005-06 107,573 4.7 22,844
State
2005-06 1,389,805 4.5 320,997
Source: California Department of Education (CDE)
Technology by School Type – Students per Computer Comparison
Orange County State School Type 2002 2003 2004 2005 2006 2002 2003 2004 2005 2006 Elementary 7.0 6.3 6.0 5.5 5.0 6.5 6.0 5.5 5.2 4.9 Middle 7.3 6.8 6.4 5.4 4.5 6.4 6.0 5.5 5.0 4.6 High 4.7 4.4 4.4 4.5 4.6 4.6 4.2 4.2 4.2 4.2 Continuation 3.1 2.6 2.7 2.7 2.7 3.3 3.0 3.0 3.0 2.8 Alternative 9.2 5.3 4.4 4.7 3.7 6.5 5.5 5.1 5.3 4.3 Community Day 0.6 2.1 2.8 2.3 2.0 3.0 2.8 2.6 2.6 2.3
Source: California Department of Education (CDE)
The purchase of computers by schools has kept up with the enrollments across Orange County since 2002. The state has a slightly lower computer to student ratio than does the County at the elementary and middle school level. Continuation and Community Day schools, on the average, report one computer for every three students.
Special Education Enrollment By Disability
In 2005-2006, the County served 52,243 special education students. Grades 3 through 10serve the greatest number of students. The most common disabilities are Speech or Language Impairment (SLI) and Specific Learning Disability (SLD). The majority of special education students in Orange County have a Specific Learning Disability (20,222), which represents 39% of all the disabled students in Orange County. Listed below are all the special education disability categories and the number of disabled students enrolled in the county in 2000-2001 (47,415 students) and 2005-2006.
Disability categories include:
Mental Retardation (MR)
Hard of Hearing (HH)
Deafness (DEAF)
Speech or Language Impairment (SLI)
Visual Impairment (VI)
Emotional Disturbance (ED)
Orthopedic Impairment (OI)
Other Health Impairment (OHI)
Specific Learning Disability (SLD)
Deaf-Blindness (DB)
Multiple Disability (MD)
Autism (AUT)
Traumatic Brain Injury (TBI)
Source: California Department of Education (CDE)
Section II ACADEMIC ACHIEVEMENT & PROGRAM QUALITY INDICATORS
Standardized Testing and Reporting (STAR) Program
Since 1998, the Standardized Testing and Reporting (STAR) Program has been the state’s accountability system. Students in grades 2-11 take STAR exams each spring. The 2006 STAR Program includes: ?California Standards Tests (CST)
?California Achievement Test/ 6th Edition (CAT/6)
?California Alternate Performance Assessment (CAPA)
?Aprenda 3
The CSTs are a major component of California’s accountability system. CST and CAPA results are the major component used for calculating each school’s Academic Performance Index (API). These results are also used for determining if elementary and middle schools are making adequate yearly progress (AYP) in helping all students reach proficiency on the state’s content standards as required by the federal No Child Left Behind (NCLB) Act of 2001.
California Standards Tests (CST)
The California Standards Tests (CST) show how well students are doing in relation to the state content standards. Results are reported as performance levels—
?advanced—exceeds state standards,
?proficient—meets standards,
?basic—approaching standards,
?below basic—below standards, and
?far below basic—well below standards.
Below are graphs illustrating the distribution of the five performance level on the 2006 California Standards Tests (CST) for English Language Arts, Math subjects, Science, and Social Science subjects for grades two through eleven.
Source: California Department of Education (CDE)
Source: California Department of Education (CDE)
Eviews7中的图形操作 Wfcreate wfopen wfselect wfstats wfsave 一、图形的分类 1.线条图，如errbar、hile、line、spike 2.填充图，如area、bar、pie 3.XY图，如xy、xyline、xypair、scat 4.统计图，如boxplot、cdfplot、hist、distplot kernel、qqplot 5.其他对象的特有图形，如方程对象的置信椭圆cellipse 图形能方便地实现数据和计量分析结果的可视化。图形对象包含对象的图形视图和图形对象。可以把图象视图定格成图形对象再进行修改。二、创建图形对象 图形可以用graph命令创建，也可以从其他对象的图形视图定格而来。 如graph gf.line gdp（或graph gf gdp，默认为线条图） 用freeze命令把其他对象的图形视图定格成图形对象。 如freeze(gf) gdp.line merge命令是合并已有的图形对象 freeze(g1) gdp.line show g1 graph g2.bar m1 show g2 graph g3.merge gf gg show g3 多个子图，用align命令设置排列方式，例如
Graph gfan.line(m) log(gdp) log(m1) rs Gfan.align(2,1.5,1) 三、定制图形 图形对象可以通过程序修改的部分有：线型(pattern)和填充，图例(legend)和图框(frame)，坐标轴，还可以在图形对象上增加文本、线和阴影等。 1.图框 使用options 命令，例如 graph gf1.line rs Copy gf1 gf2 Gf2.options indent （缩进） Copy gf1 gf3 Gf3.options –inbox （去掉边框） Copy gf1 gf4 Gf4.options size(8,3)（修改为8,3虚拟英寸） 4 5 6 7 8 LOG(GDP) LOG(M1) 4 8 12 16 RS
Orange PI GPIO控制详细教程 一、sysfs方式 通过sysfs方式控制GPIO，先访问/sys/class/gpio目录，向export文件写入GPIO编号，使得该GPIO的操作接口从内核空间暴露到用户空间，GPIO的操作接口包括direction和value 等，direction控制GPIO方向，而value可控制GPIO输出或获得GPIO输入。文件IO方式操作GPIO，使用到了4个函数open、close、read、write。 首先，看看系统中有没有“/sys/class/gpio”这个文件夹。如果没有请在编译内核的时候加入Device Drivers-> GPIO Support ->/sys/class/gpio/…(sysfs interface)。 /sys/class/gpio 的使用说明： gpio_operation 通过/sys/文件接口操作IO端口GPIO到文件系统的映射 ◇控制GPIO的目录位于/sys/class/gpio ◇/sys/class/gpio/export文件用于通知系统需要导出控制的GPIO引脚编号 ◇/sys/class/gpio/unexport 用于通知系统取消导出 ◇/sys/class/gpio/gpiochipX目录保存系统中GPIO寄存器的信息，包括每个寄存器控制引脚的起始编号base，寄存器名称，引脚总数导出一个引脚的操作步骤 ◇首先计算此引脚编号，引脚编号= 控制引脚的寄存器基数+ 控制引脚寄存器位数 ◇向/sys/class/gpio/export写入此编号，比如12号引脚，在shell中可以通过以下命令实现，命令成功后生成/sys/class/gpio/gpio12目录，如果没有出现相应的目录，说明此引脚不可导出 ◇direction文件，定义输入输入方向，可以通过下面命令定义为输出。direction接受的参数：in, out, high, low。high/low同时设置方向为输出，并将value设置为相应的1/0 ◇value文件是端口的数值，为1或0 几个例子： 1. 导出 /sys/class/gpio# echo 44 > export 2. 设置方向 /sys/class/gpio/gpio44# echo out > direction
教你怎样用SkinMagicBuilder制作皮肤 椐我所知，设计软件皮肤好像从来不是程序员擅长干的工作。不过我也调查过，很多程序员朋友对皮肤的制作还是满有兴趣的。在这个部分，我专门用我制作的一个软件皮肤为例，从头到尾的给你讲解一遍。其中包括皮肤的画法，皮肤的定制和皮肤的嵌入。如果你有兴 趣，那么就跟着我来做一个皮肤试试吧！ 工预善其事，必先利其器。我们先谈谈制作皮肤需要的工具吧。首先我使用的编程语言是VC＋＋，所以皮肤的嵌入软件，自然也选定是专门制作给VC＋＋的了。我使用的这个软件叫做SkinMagic，有很多朋友通过各种途径得到过这个软件。不过这个软件是个共享软件，而且每一个注册码对应一个软件皮肤，收费高达89美元（我曾经买过几个，吐血！），但是确实非常好使。其实就我所知，很多共享软件的作者都使用这个软件（而且也曾经跟我一样吐过血～）。用它作为皮肤的嵌入软件的原因当然是非常地容易制作啦。（现在已经有破解版本了）有了这个工具之后我们还要面有PhotoShop（以下简称PS）来进行皮肤主体的勾画。 我还要说的是颜色搭配。在这个例子中，因为我很喜欢橙色，所以自然选择橙色作为主体颜色，那么什么颜色能和橙色放在一起比较漂亮？这是问题的关键，我很幸运，著名的NIKE公司的LOGO为我很好的解释了这个原理。 不难看出灰色，黑色，还有白色都是和橙色很好的搭配在一起，所以我们就选择这几个颜色作为皮肤的制作颜色！ 好了，开始实战！ 第一步，轮廓与着色 首先，打开你的PS，新建一个文件，宽度为495，高度为406，分辨率为72。然后点击图层菜单，新建图层背景。接着在工具栏里点击油漆桶工具，选择颜色为R=255,B=0,G=255。用油漆桶工具填充背景。我们这样做的目的是填充一个固定的背景色，你看过电影的特技拍摄吧，后面放了一幅大蓝布，然后演员在那里摆POSE，最后再用电脑合成。一个道理，我们也是这样，只不过我们放的是一块大粉布，哈哈。 下面，我们要绘制一个窗体。在工具栏里点住矩形工具，会看到出现一个下拉菜单，选择圆角矩形工具。在大粉布上画上这个圆角矩形。取名就叫默认的形状1。 再次使用圆角矩形工具，在刚才的矩形前画一个小一点的矩形，这次我们要拖动鼠标的同时按住减号，然后你会发现我们得到一个窗口外框子。
第五章绘图： 作图有两个软件包。(1)图形软件包，用with(plots)调入。(2)图形工具包with(plottools) 图形包)中有下列作图命令： animate, animate3d动画changecoords改变坐标系complexplot, complexplot3d复函数图conformal contourplot contourplot3d coordplot coordplot3d cylinderplot柱坐标函数图densityplot密度图display display3d图函数显示fieldplot fieldplot3d区域图gradplot gradplot3d梯度图implicitplot implicitplot3d 隐函数图inequal listcontplot listcontplot3d listdensityplot listplot listplot3d loglogplot logplot matrixplot odeplot微分方程数值解图pareto pointplot pointplot3d点图polarplot极坐标图polygonplot polygonplot3d多边形图polyhedraplot replot rootlocus semilogplot setoptions setoptions3d作图选项设置spacecurve空间曲线图sparsematrixplot sphereplot球坐标图surfdata textplot textplot3d tubeplot 工具包中有下列图形工具： arc弧arrow 箭头circle圆cone 圆锥cuboid长方体curve曲线cutin cutout cylinder柱disk 圆盘dodecahedron十二面ellipse椭圆ellipticArc椭圆弧hemisphere半球hexahedron 六面体hyperbola双曲线icosahedron二十面体line线段octahedron八面体pieslice point点polygon多边形rectangle矩形semitorus sphere球tetrahedron四面体torus轮 第一节二维曲线图： 一．基本命令(不需调图形包) plot({f1(x)，f2(x),…},x=a..b，选项)；一元函数曲线 plot(f,a..b，选项); 作过程函数图 x=a..b(中间两点)表示变量x在[a,b]区间。 后面可有如下选项： (1)scaling坐标尺度控制，两个值CONSTRAINED和UNCONSTRAINED（等长和不等长）； (2)axes（坐标架）有四个选项frame（边上），boxed（箱），normal（正常），none（没有） (3)coords（选坐标系）常用有polar极坐标，cylindrical柱坐标，spherical球坐标； (4)numpoints（节点数）； (5)resolution（水平密度）； (6)color（颜色)有：黑black 白white 红red 黄yellow 兰blue 绿green 金gold 褐brown灰gray, grey 茶maroon 橙orange 碧绿aquamarine 海兰navy 桃红coral 兰绿cyan 土黄khaki 紫红magenta 粉红pink 深紫plum 黄褐tan 天兰turquoise 兰紫violet 麦黄wheat 红绿兰RGB 色彩HUE； (7)x(y)tickmarks（坐标刻度数） (8)style（风格）：point点，line线，patch缺补 (9)discont(连续性控制） (10)title(标题) (11)thickness(线粗)：0,1,2,3几个值 (12)linestyle(线型)：后跟数字 (13)symbol(点形状)：box框,cross叉,circle圈,point点,diamond菱型 (14)font(字体)：[family,style,size]
五个免费开源的数据挖掘软件/什么是ODS? 信息处理的多层次要求导致了一种新的数据环境——DB-DW的中间层ODS（操作型数据存储）的出现。ODS是“面向主题的、集成的、当前或接近当前的、不断变化的”数据。通过统一规划，规范框架和数据，ODS可以实现操作型数据整合和各个系统之间的数据交换，能够提供实时的操作型报表，减轻数据仓库的负担。建设ODS还可以为后期数据仓库建设做好准备。 什么是ODS? ODS全称为Operational Data Store，即操作型数据存储，是“面向主题的、集成的、可变的、反映当前数据值的和详细的数据的集合，用来满足企业综合的、集成的以及操作型的处理需求”(Bill.Inmon)。ODS是数据仓库体系结构中的一个可选部分，ODS具备数据仓库的部分特征和OLTP系统的部分特征。 1.1 ODS的出现 系统应用集成中一般对各系统中数据分为两类：操作型数据,有细节化，分散化的特点；决策型数据，有综合化，集成化的特点。 数据仓库概念的提出也把数据处理划分为了操作型处理和分析型处理两种不同类型，从而建立起了DB-DW的两层体系结构。但是有很多情况，DB-DW 的两层体系结构并不能涵盖企业所有的数据处理要求,比如有些实时性决策问题,它要求获取数据周期不能太长,而且也需要一定程度的汇总。信息处理的多层次要求导致了一种新的数据环境——DB-DW的中间层ODS（操作型数据存储）的出现。它像DW一样是一种面向主题，集成的数据环境，又像操作型DB一样包含着全局一致的、细节的当前的数据。这样就构成了DB-ODS-DW的关于企业数据的三层体系结构。 1.2与应用系统、数据仓库的比较 根据数据仓库之父Bill. Inmon的定义，“数据仓库是面向主题的、集成的、稳定的、随时间变化的，主要用于决策支持的数据库系统”。下面对数据仓库、ODS和数据库进行多方面的比较： 比较项目数据仓库ODS应用系统 建设目的决策支持实时监控业务操作
C#图形图像编程 1、图片框(PictureBox)控件：显示图片。 常用属性有两个：Image和SizeMode。 ⑴、Image：设置在图片框中显示的图片。 Picturebox1. Image = System.Drawing.Image.FromFile(“c:\\windows\\winlog.gif”); Picturebox1. Image = null; //清除图片框中的图片 ⑵SizeMode：设置图片框显示图片的方式。 Picturebox1. SizeMode = System.Windows.Froms.PictureboxSizeMode.Zoom; 2、图像列表(ImageList)控件：保存图解供其他控件(列表视图、树视图、工具栏等)使用。 常用属性 ⑴、Images：图像列表控件所包含的图像，集合属性。 ⑵、ImageSize：设置图像大小 ⑶、ImageList1. ImageSize = new System.Drawing.Size(16, 16); ColorDepth：设置图像的颜色深度 ImageList1.ColorDepth = System.Windows.Froms.ColorDepth.Depth8Bit; ⑷、TransparentColor：设置图像列表中图像的透明色 ImageList1.TransparentColor = System.Drawing.Color.White; 3、Graphics对象 在.NET框架的Windows窗体中使用绘图表面进行绘图操作，System.Drawing命名空间中的Graphics类封装了GDI+的绘图表面，Windows窗体中的所有绘图操作都是通过Graphics 类进行的。Graphics Calss封装了一个GDI+ 绘图界面，有三种基本类型的绘图界面：
第17章Graphics模块中的基 因组可视化包—GenomeDiagram Bio.Graphics模块基于Python的第三方扩展库ReportLab，ReportLab主要生成PDF文件，同时也能生成EPS（Encapsulated Postscript）文件和SVG文件。ReportLa可以导出矢量图，如果安装依赖关系（Dependencies），比如PIL(Python Imaging Library)，ReportLab也可以导出JPEG, PNG, GIF, BMP和PICT格式的位图(Bitmap image)。 17.1 基因组可视化包—GenomeDiagram 17.1.1 GenomeDiagram简介 Bio.Graphics.GenomeDiagram包被整合到Biopython 1.50版之前，就已经是Biopython 的独立模块。GenomeDiagram包首次出现在2006年Pritchard等人在Bioinformatics杂志的一篇文章[:ref:`2
Orange Pi 用户手册
目录 一.Orange Pi简介 (3) 1.我们可以用Orange Pi做什么 (3) 2.Orange Pi 是为谁设计的 (3) 3.硬件特性的介绍 (3) 4.外观规格的介绍 (4) 5.开发板使用方法 (6) 6.SD卡的制卡介绍 (8) 7.通用软件的配置 (18) 8. GPIO规格介绍 (25) 9.CSI摄像头接口规格 (26) 二. Linux内核源码编译 (28) 1.源码的获得方法 (28) 2.项目源码的编译 (29) 3.内核镜像和库的安装 (31) 三. Android源码编译介绍 (34) 1.JDK 的安装 (35) 2.安装平台支持软件 (35) 3.源码包的获得方法 (36) 4.编译工具链的安装 (36) 5.lichee 源码的编译 (37) 6.android源码的编译 (37) 四.工程化配置介绍 (41) 1.工程配置化文件的个性化配置 (41) 2. Uboot 和boot 更新方法 (42) 3.例子介绍 (42) 五.OrangePi驱动程序开发 (46) 1.设备驱动和应用程序的编写 (47) 2.设备驱动的编译方法 (49) 3.应用程序的编译方法 (52) 4.驱动和程序的运行方式 (53) 六.串口调试工具介绍 (55) Windows平台 (56) 1.Windows下USB 驱动安装 (56) 2.Windows下Putty 安装 (56) 3.调试的连接方式 (57) 4.设备信息的获取 (57) 5. Putty 的配置 (59) 6.开始调试串口 (59) Linux 平台 (60) 1.kermit的安装 (60) 2.调试的连接方式 (61) 3.设备信息的获取 (62) 4.开始调试串口 (68) 七．常见问题 (70)
实验二单元测试工具JUnit的使用 实验学时：4学时 实验类型：（设计） 实验要求：（必修） 一、实验目的 掌握在Eclipse环境下JUnit单元测试工具的安装和使用方法，针对一个实际问题，在JUnit环境下设计并执行测试用例。 二、实验内容 1. 提出问题 - 经典售货机程序： 若投入5角钱或1元钱的硬币，按下“橙汁”或“啤酒”按钮，则相应 的饮料就送出来； 若售货机没有零钱找，则显示“零钱找完”的红灯亮，这是再投入一元 硬币并按下按钮后，饮料不送出来而且1元硬币也退出来； 若有零钱找，则显示“零钱找完”的红灯灭，在送出饮料的同时退还5 角硬币。 2. 给出程序流程图和Java源代码（见附录） 3. 采用条件覆盖和分枝覆盖的单元测试方法设计测试用例，在JUnit中实现。 4. 总结本次实验过程，提交测试用例程序和该程序运行结果最终画面。 三、实验原理、方法和手段 利用条件覆盖和分枝覆盖方法设计测试用例 四、实验组织运行要求 以学生自主训练为主的开放模式组织教学 五、实验条件 提供学生一人一台电脑，C/C++或Java编程环境；提供MS Office文档编辑工具。 六、实验步骤 1. 下载并安装Eclipse； 2. 熟悉并掌握Eclipse环境下JUnit的使用方法 3. 通读自动售货机程序，并将其在Eclipse环境下运行
4. 编写并执行基于JUnit的测试用例 5. 总结本次试验，并撰写实验报告。 七、实验结果检查与评定 1、实验分组进行，每二人一组，贡献度A%+ B%=100% 2、提交时间：2011/03/05 24:00之前 3、提交地址：网络教学系统 4、文档名称：10专升本软工X班_软件测试实验X_N1&N2（X代表阿拉伯数 字） 附录 程序流程图如下： 程序源代码如下： public class SaleMachine { private int countOfBeer, countOfOrangeJuice, countOfFiveCents, countOfOneDollar; private String[] typeOfGoods = {"Beer", "OrangeJuice"}; private String resultOfDeal;
什么是 UBB 代码? UBB 代码是HTML的一个变种. 你也许对它还有些陌生。UBB代码对于网上公告板之类的信息交互的平台,是比HTML更加安全的代码。由于要求使用的编码很少，所以可以非常轻松的取得需要的效果. 当前 UBB 代码: 设置颜色的代码： 简单的添加颜色代码: [red]定义成红色[/red]==>定义成红色 [pink]粉色[/pink]==>粉色 [orange]橙色[/orange]==>橙色 [brown]褐色[/brown]==>褐色 [green]绿色[/green]==>绿色 [blue]蓝色[/blue]==>蓝色 [navy]深蓝[/navy]==>深蓝 [violet]紫色[/violet]==>紫色 [gray]灰色[/gray]==>灰色 [black]黑色[/black]==>黑色 更多的颜色可以使用更灵活的代码来写 (UBB 代码部分是红色): [color=######]https://www.doczj.com/doc/0318930951.html,[/color] 其中######是颜色,可以是上面的red,pink,orange等字符描述(所以用这个可以完全替代上面的代码),也可以用#FFFF00,#FF00FF,#339966这样类似的代码,其中的数字就是代表的颜色,具体的可以参照这里的颜色选择表,点这里打开颜色选择表 设置文字字体的代码： 只要知道字体的名称,使用简单的代码,就可以设置漂亮的字体,比如宋体,楷体,仿宋体或者其他英文的字体: 举例如下 (UBB 代码部分是红色) [font=楷体]酷辣辣,更精彩https://www.doczj.com/doc/0318930951.html,[/font] 其中楷体就是字体,这个可以用其他的字体来代替,比如宋体,黑体,隶书等... 具体的可以参照系统的字体. 设置对齐方式的代码： 可以把代码中间的内容按照字体需要的方式对齐,分左对齐(不加也缺省此方式),右对齐,居中三种(UBB 代码部分是红色)
制图软件orange怎么用 2011-8-1 08:55 提问者：_Majority|浏览次数：762次 其他回答共1条 2011-8-1 12:06豪情万丈之豪|三级 一、工作环境 1.1工作环境综述 类似Office的多文档界面，主要包括以下几个部分： 1、菜单栏顶部一般可以实现大部分功能 2、工具栏菜单栏下面一般最常用的功能都可以通过此实现 3、绘图区中部所有工作表、绘图子窗口等都在此 4、项目管理器下部类似资源管理器，可以方便切换各个窗口等 5、状态栏底部标出当前的工作内容以及鼠标指到某些菜单按钮时的说明 工作表矩阵绘图 1.2 菜单栏 菜单简要说明： File 文件功能操作打开文件、输入输出数据图形等 Edit 编辑功能操作包括数据和图像的编辑等，比如复制粘贴清除等，特别注意undo功能 View 视图功能操作控制屏幕显示, Plot 绘图功能操作主要提供5类功能: 1、几种样式的二维绘图功能，包括直线、描点、直线加符号、特殊线／符号、条形图、柱形图、特殊条形图／柱形图和饼图 2、三维绘图 3、气泡／彩色映射图、统计图和图形版面布局 4、特种绘图，包括面积图、极坐标图和向量
5、模板：把选中的工作表数据到如绘图模板 Column 列功能操作比如设置列的属性，增加删除列等 Graph 图形功能操作主要功能包括增加误差栏、函数图、缩放坐标轴、交换X、Y 轴等 Data 数据功能操作 Analysis 分析功能操作 对工作表窗口：提取工作表数据；行列统计；排序；数字信号处理（快速傅里叶变换FFT、相关Corelate、卷积Convolute、解卷Deconvolute）；统计功能（T－检验）、方差分析（ANOAV）、多元回归（Multiple Regression）；非线性曲线拟合等 对绘图窗口：数学运算；平滑滤波；图形变换；FFT；线性多项式、非线性曲线等各种拟合方法 Plot3D 三维绘图功能操作根据矩阵绘制各种三维条状图、表面图、等高线等 Matrix 矩阵功能操作对矩阵的操作，包括矩阵属性、维数和数值设置，矩阵转置和取反，矩阵扩展和收缩，矩阵平滑和积分等 Tools 工具功能操作 对工作表窗口：选项控制；工作表脚本；线性、多项式和S曲线拟合 对绘图窗口：选项控制；层控制；提取峰值；基线和平滑；线性、多项式和S曲线拟合 Format 格式功能操作 对工作表窗口：菜单格式控制、工作表显示控制，栅格捕捉、调色板等 对绘图窗口：菜单格式控制；图形页面、图层和线条样式控制，栅格捕捉，坐标轴样式控制和调色板等 Window 窗口功能操作控制窗口显示 Help 帮助 二、基本操作 作图的一般需要一个项目Project来完成，File→New 保存项目的缺省后缀为：OPJ
SAS编程PROC步——常用作图 SAS/Graph非常强大，本文主要讲一些常用且功能强大的Graph相关的过程步。 一.proc gplot命令 1. proc gplot的简单例子 proc gplot data=sashelp.shoes; plot Returns * Sales ; run; 2. 我们也可以只画出符合条件的数据的图形。 proc gplot data=sashelp.shoes; where Region in("United States", "EasternEurope"); plot Returns * Sales ; run; 3. 输出的图像都是默认的黑色的小十字，因此我们不能区分来自不同地区的数据，下面的程序就是为了解决这一问题 proc gplot data=sashelp.shoes; where Region in("United States", "EasternEurope"); plot Returns * Sales= Region; run; 这里红色的来自美国，黑色的来自东欧，当然我们也可以自己设定颜色（SAS基本颜色有：black, red, green, blue, cyan, magenta,grey, pink, orange, brown, and yellow）。
4. 设定坐标轴和所有文字和颜色 proc gplot data=sashelp.shoes; where Region in("United States", "EasternEurope"); plot Returns * Sales= Region/ caxis=blue ctext=red grid; run; 5. 如果要对网格进行更精细地设置，则要用到AUTOHREF和AUTOVREF选项。AUTOHREF 中，LHREF设置水平线的线类型，CHREF设置水平线的线颜色；AUTOVREF中，LVREF设置垂直线的线类型，CVREF设置垂直线的线颜色。 proc gplot data=sashelp.shoes; where Region in("United States", "EasternEurope"); plot Returns * Sales= Region/ autohref lhref=2 chref=lime autovref lvref=5 cvref=pink caxis=blue ctext=red ; run; 6. 还可以用VAXIS和HAXIS分别设置纵轴和横轴的刻度。注意：如果某个数据超过了你指定的这个刻度，那么这个数据将不会被输出，因此在用这两个选项时要非常小心。
orange制图软件 一、工作环境 1.1工作环境综述 类似Office的多文档界面，主要包括以下几个部分： 1、菜单栏顶部一般可以实现大部分功能 2、工具栏菜单栏下面一般最常用的功能都可以通过此实现 3、绘图区中部所有工作表、绘图子窗口等都在此 4、项目管理器下部类似资源管理器，可以方便切换各个窗口等 5、状态栏底部标出当前的工作内容以及鼠标指到某些菜单按钮时的说明 工作表矩阵绘图 1.2 菜单栏 菜单简要说明： File 文件功能操作打开文件、输入输出数据图形等 Edit 编辑功能操作包括数据和图像的编辑等，比如复制粘贴清除等，特别注意undo功能 View 视图功能操作控制屏幕显示, Plot 绘图功能操作主要提供5类功能: 1、几种样式的二维绘图功能，包括直线、描点、直线加符号、特殊线／符号、条形图、柱形图、特殊条形图／柱形图和饼图 2、三维绘图 3、气泡／彩色映射图、统计图和图形版面布局 4、特种绘图，包括面积图、极坐标图和向量 5、模板：把选中的工作表数据到如绘图模板 Column 列功能操作比如设置列的属性，增加删除列等
Graph 图形功能操作主要功能包括增加误差栏、函数图、缩放坐标轴、交换X、Y 轴等 Data 数据功能操作 Analysis 分析功能操作 对工作表窗口：提取工作表数据；行列统计；排序；数字信号处理（快速傅里叶变换FFT、相关Corelate、卷积Convolute、解卷Deconvolute）；统计功能（T－检验）、方差分析（ANOAV）、多元回归（Multiple Regression）；非线性曲线拟合等 对绘图窗口：数学运算；平滑滤波；图形变换；FFT；线性多项式、非线性曲线等各种拟合方法 Plot3D 三维绘图功能操作根据矩阵绘制各种三维条状图、表面图、等高线等 Matrix 矩阵功能操作对矩阵的操作，包括矩阵属性、维数和数值设置，矩阵转置和取反，矩阵扩展和收缩，矩阵平滑和积分等 Tools 工具功能操作 对工作表窗口：选项控制；工作表脚本；线性、多项式和S曲线拟合 对绘图窗口：选项控制；层控制；提取峰值；基线和平滑；线性、多项式和S曲线拟合 Format 格式功能操作 对工作表窗口：菜单格式控制、工作表显示控制，栅格捕捉、调色板等 对绘图窗口：菜单格式控制；图形页面、图层和线条样式控制，栅格捕捉，坐标轴样式控制和调色板等 Window 窗口功能操作控制窗口显示 Help 帮助 二、基本操作 作图的一般需要一个项目Project来完成，File→New 保存项目的缺省后缀为：OPJ 自动备份功能：Tools→Option→Open／Close选项卡→“Backup Project Before Saving”
几个T ik Z 入门级的例子 cjmuqiao@https://www.doczj.com/doc/0318930951.html,m 2017年8月3日 1 序 x L A T E X 或TikZ 的缺点： 1.学习曲线陡峭； 2.非所见即所得； 3.牵一发而动全身，一个微小的改动需要长时间的全文编译; 4.代码并不能真正显示事物本来的样子。 TikZ 的底层是PGF(portable graphics format)，即它是PGF 的前端。 它并不是唯一可以在L A T E X 中画出漂亮图的宏包，比如，xfig 就可以代替 它。另外pstricks 和metapost 都可以完成TikZ 的工作，但pstricks 可移植性不好；而metapost 错误一堆，只在LuaT E X 里预装了它。 在PGF 中有很多优秀的并且可以独立于PGF 之外运行的包。比如pgfpages ，它功能强大，可以合并多页，可以制作水印，可以将多页缩放到 1
2什么是控制点2 一个页面里，等等。 行中画图。行中画图。元数据，0级数据，1级数据，2级数据。以上效果使用以下代码实现： 1\tikz\draw(0pt,0pt)--(20pt,6pt); 2\tikz\fill[orange](1ex,1ex)circle(0.5ex); 3\tikz\fill[cyan](1ex,1ex)circle(0.5ex); 4\tikz\fill[red](1ex,1ex)circle(0.5ex); 5\tikz\fill[green](1ex,1ex)circle(0.5ex); 2什么是控制点 起点x处的切线方向指向y点。如 (0,0)处的切线方向指向点(1,1)。点(2,0)点的切线方向指向点(2,1)。代码如下： 1\begin{tikzpicture} 2\filldraw[gray](0,0)circle[radius=2pt] 3(1,1)circle[radius=2pt] 4(2,1)circle[radius=2pt] 5(2,0)circle[radius=2pt]; 6\draw(0,0)..controls(1,1)and(2,1)..(2,0); 7\end{tikzpicture} 再来一个控制点的例子：用控制点画一个半圆。不过，用这种方式画半 代码如下：
实验3 实验报告写作指南 实验名称：Gcov覆盖测试工具的使用 班级：11计软学号：1110815026 姓名：陶元龙 实验日期：2014/6/4 实验3 Gcov覆盖测试工具的使用 饮料自动售货机程序的测试分析 Gcov工具简介：Gcov工具的基本功能是可以查看测试时代码执行的覆盖率，包括函数覆盖，语句覆盖，分支覆盖等覆盖内容。有助于分析被测程序的缺陷。使用该工具可以查看程序在某分支处的执行频率，从而分析程序的性能。 一、实验目的 1. 理解Gcov测试工具的测试功能及使用流程 2. 理解在Linux下对C源程序编译执行及测试方法 3. 学会查看测试分析结果 二、实验工具Gcov简介 Gcov工具是Linux系统自带的代码覆盖测试工具。Gcov工具的基本功能是可以查看测试时代码执行的覆盖率，包括函数覆盖，语句覆盖，分支覆盖等覆盖内容。有助于分析被测程序的缺陷。使用该工具可以查看程序在某分支处的执行频率，从而分析程序的性能。 三、实验内容 在Linux下对饮料自动售货机程序进行测试。 饮料自动售货机描述如下： 有一个处理单价为5角钱的饮料的自动售货机软件测试用例的设计。其规格说明如下：1.若投入5角钱或1元钱的硬币，押下〖橙汁〗或〖啤酒〗的按钮，则相应的饮料就送出 来。 2.若售货机没有零钱找，则一个显示〖零钱找完〗的红灯亮 3.投入1元硬币并押下按钮后，饮料不送出来而且1元硬币也退出来； 4.若有零钱找，则显示〖零钱找完〗的红灯灭，在送出饮料的同时退还5角硬币。” 四、实验过程 1. 编写测试用例 输入数据：5：投入5角
10：投入1元 执行操作：1：按下橙汁按钮 2：按下啤酒按钮 测试用例如下表格： 测试的源程序： //autosell.c #include