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CollegeBoard AP考试年度报告
AP考试每年5月举行，目前已经在全球80个国家开设。
参加AP考试科目多、考分高的学生被美国名校另眼相看。
英国、加拿大、澳大利亚等国也将此作为发放奖学金的主要条件之一。
2010年参加过AP考试的12年级学生人数大约增加了一倍，有853,314人参加了考试，其中508,818人至少有一门获得3分以上的成绩，占参加AP考试的16.9%。
按州的成绩来看，马里兰州高中毕业生在参加过的AP考试中，至少一门获得3分以上的人数比例最高，其中26.4%的学生获得3分以上的成绩。
其他州的排名顺序分别是：纽约州，24.6%；弗吉尼亚州，23.7%；康涅狄克州，23.2%；马萨诸塞州，23.1%；加利福尼亚州，22.3 %；佛罗里达州，22.3%；佛蒙特州，21.8%；科罗拉多州，21.4%；犹他州，19.2%；乔治亚州，19.1%。
最少的州分别是路易斯安娜州4.6%；密西西比州4.4%.
AP考试中获得5分的学生比例最高的州是新泽西州，占24.2%，其次是康涅狄克州22.1%，马塞诸塞州22.0%，伊利诺伊州19.7%，宾夕法尼亚州19.2%，新罕布什尔州18.3%，密歇根州16.8%，爱荷华州16.5%。
AP课程及AP考试是学科考试而非托福类的语言测试。
AP考试中的生物、微积分、化学、经济、心理学、历史等是大学一年级的课程，但是外语课程就不是。
根据美国大学理事会公布的AP课程与考试手册说明，法语、西班牙语、西班牙文学、德语、法国文学等课程，都要求学生完成“相当于大学三年六个学期的课程”。
由此可以想象这些课程考试的难度。
Annual Analysis ReportIntroductionThis document presents the annual analysis report for the specified year. The report aims to provide an overview and analysis of the key trends, achievements, challenges, and opportunities encountered during this period. The report is divided into several sections to facilitate better understanding and navigation.Executive SummaryThe executive summary provides a concise summary of the report’s findings and recommendations. It highlights the most significant trends and outcomes of the analysis, allowing readers to quickly grasp the main points without delving into the detailed sections.MethodologyThis section outlines the methodology employed to conduct the analysis. It describes the data sources, collection methods, and analytical tools utilized in the report. By understanding the methodology, readers can assess the validity and reliability of the analysis presented in the subsequent sections.Market AnalysisThe market analysis section provides an in-depth examination of the industry or market under study. It includes relevant statistics, market size, growth rates, and market share analysis. The report identifies the major players in the market and analyzes their strategies, competitive advantage, and market positioning.Financial Performance AnalysisThis section evaluates the financial performance of the company or organization during the specified year. It includes an analysis of key financial statements such as income statements, balance sheets, and cash flow statements. The report assesses the company’s profitability, liquidity, solvency, and efficiency ratios to provide insights into its financial health and stability.Operational AnalysisThe operational analysis section focuses on the operational aspects of the company or organization. It examines the key operational processes, efficiency levels, and productivity measures. The report evaluates the effectiveness of the company’s operations and identifies areas for improvement.Customer AnalysisCustomer analysis is crucial for understanding the target market and identifying customer needs and preferences. This section explores customer demographics, buying behavior, and satisfaction levels. The report analyzes customer feedback, reviews, and surveys to gain insights into the company’s relationship with its customers and to identify strategies for attracting and retaining customers.SWOT AnalysisThe SWOT analysis examines the company’s strengths, weaknesses, opportunities, and threats. It assesses the internal and external factors that impact the compan y’s performance and competitiveness. The report identifies the company’s core competencies, areas of improvement, and potential risks and challenges.ConclusionThe conclusion summarizes the main findings and recommendations from the analysis. It provides a holistic view of the company’s performance, identifies areas of success, and suggests strategies for future growth and improvement.RecommendationsBased on the analysis presented in the report, this section offers specific recommendations for the company or organization. These recommendations aim to address the identified weaknesses, leverage the strengths, explore the opportunities, and mitigate the threats. The recommendations provide actionable steps to enhance performance and competitiveness.ReferencesThis section includes a list of references used throughout the report. It ensures transparency and allows readers to access the sources for further reading and verification.Please note that this document is a fictional example and does not contain actual data or analysis.。
The centennial celebration of a school is a momentous occasion that brings together the community,alumni,faculty,and students to reflect on the institutions history, achievements,and future aspirations.Heres a detailed outline for an essay that could be written for such an event:Title:Celebrating a Century of Excellence:Our Schools CentennialIntroduction:Introduce the significance of the centennial anniversary.Mention the schools name and the date of its founding.Set the tone for the essay by expressing excitement and pride in the schools accomplishments.Body Paragraph1:Historical MilestonesDiscuss the schools founding and the vision of its founders.Highlight key historical events that have shaped the schools identity,such as expansions, curriculum changes,or significant achievements in academics or sports.Body Paragraph2:Academic ExcellenceDetail the schools academic achievements over the years.Mention notable alumni and their contributions to various fields.Discuss the schools commitment to providing a wellrounded education and how it has evolved over time.Body Paragraph3:Extracurricular Activities and Community Involvement Describe the schools extracurricular programs and their impact on students personal development.Highlight community service initiatives and how the school has contributed to the local community.Share stories of students who have made a difference through these programs.Body Paragraph4:Challenges and ResilienceAddress any challenges the school has faced,such as economic downturns or changes in educational policy.Discuss how the school community has come together to overcome these obstacles and continue to thrive.Body Paragraph5:The Future of the SchoolEnvision the schools future and its role in shaping the next generation.Discuss plans for the schools continued growth and development,including any newinitiatives or projects.Encourage readers to consider their own role in the schools future success.Conclusion:Summarize the key points of the essay and reiterate the importance of the centennial celebration.Express gratitude to all those who have contributed to the schools success over the years. End on a hopeful note,looking forward to the next century of the schools journey.Closing Statement:A heartfelt closing that encapsulates the pride and joy of the school community on this special occasion.Remember to personalize the essay with specific details about the schools history, achievements,and the impact it has had on its students and the community.This will make the essay more engaging and meaningful to readers.。
2024年秋季小学教育工作报告英文版Report on Primary Education Work in Autumn 2024Dear colleagues,I am pleased to present the report on the primary education work for the autumn of 2024. This report outlines the progress, challenges, and future plans for our school.OverviewIn the autumn of 2024, our primary education sector witnessed significant growth and development. Our dedicated team of educators worked tirelessly to ensure the academic success and well-being of our students.Achievements1. Improved student performance in standardized tests.2. Enhanced collaboration between teachers, students, and parents.3. Implementation of innovative teaching methods to engage students.Challenges1. Limited resources for extracurricular activities.2. Addressing the individual needs of students with diverse learning abilities.3. Ensuring the well-being and mental health of students in a challenging academic environment.Future Plans1. Increase investment in technology for interactive learning.2. Expand extracurricular opportunities for students.3. Provide training for teachers on addressing mental health issues in students.In conclusion, the autumn of 2024 was a period of growth and progress for our primary education sector. I am confident that with our continued dedication and hard work, we will achieve even greater success in the future.Thank you for your attention.Sincerely,[Your Name]Primary Education Coordinator。
2024年3月公共三级英语作文英文回答：Topic: The Relevance of Online Education in the Post-COVID Era.Introduction:The global pandemic caused by COVID-19 has had a profound impact on various sectors, including education. The sudden shift to online learning has raised questions about the relevance and efficacy of this mode of education in the post-COVID era. This essay will explore the reasons why online education remains relevant and analyze its potential to augment traditional education models in the future.Body Paragraph 1: Accessibility and Convenience.Online education offers unparalleled accessibility andconvenience. Students can learn from anywhere with an internet connection, regardless of their location or schedule. This flexibility allows learners to balance their education with other responsibilities, such as work, family, or travel. Moreover, online courses are often self-paced, enabling students to progress at their own speed and tailor their learning experience to their individual needs.Body Paragraph 2: Global Reach and Collaboration.Online education transcends geographical boundaries, providing access to a wider range of educational opportunities and expertise. Students can enroll in courses from top universities around the world, expanding their knowledge base and connecting with diverse perspectives. Additionally, online platforms facilitate collaboration among students and instructors, fostering a global learning community that promotes knowledge sharing and critical thinking.Body Paragraph 3: Cost-Effectiveness and Scalability.Compared to traditional education models, online education can be more cost-effective. Students save on expenses such as transportation, accommodation, and course materials. Moreover, online programs can scale up more efficiently, accommodating a larger number of students without requiring significant additional infrastructure. This scalability makes online education a viable option for providing access to education in underserved communities and regions.Body Paragraph 4: Technological Advancements.Technological advancements are continuously improving the quality and user experience of online education.Virtual reality (VR) and augmented reality (AR) technologies offer immersive learning experiences that replicate real-world scenarios and enhance engagement. Artificial intelligence (AI)-powered chatbots and personalized learning platforms provide individualized support and feedback, adapting to each student's learning style and pace.Body Paragraph 5: Blended Learning and Hybrid Education.Online education can seamlessly integrate withtraditional classroom-based instruction, creating blended learning and hybrid education models. This approach combines the flexibility and accessibility of onlinelearning with the social and interactive aspects of face-to-face teaching. Blended learning allows educators to personalize learning experiences, cater to diverse student needs, and enhance critical thinking skills.Conclusion:In the post-COVID era, online education remains ahighly relevant and valuable mode of learning. Its accessibility, convenience, global reach, cost-effectiveness, and technological advancements make it an indispensable tool for augmenting traditional education models. By embracing online education, we can unlock new possibilities for learning, expand access to education, and prepare students for the challenges and opportunities ofthe 21st century.中文回答：在线教育在后疫情时代的相关性。
2024年度学校绩效评估报告英文版2024 Annual School Performance Evaluation ReportIn reviewing the performance of our school for the year 2024, we have gathered data from various sources to assess our achievements and areas for improvement. The report highlights key metrics such as student academic performance, teacher effectiveness, extracurricular activities, and community engagement.Student Academic PerformanceOur students have shown remarkable progress in their academic pursuits, with notable improvements in standardized test scores and class grades. The efforts of our dedicated teachers and support staff have contributed to this success.Teacher EffectivenessThe performance of our teaching staff has been commendable, with a focus on innovative teaching methods and individualized studentsupport. Professional development opportunities have enhanced teacher skills and promoted a culture of continuous learning.Extracurricular ActivitiesOur school offers a diverse range of extracurricular activities to cater to the interests and talents of our students. Participation in sports, arts, and clubs has enriched the overall school experience and promoted teamwork and leadership skills.Community EngagementWe have fostered strong relationships with parents, community members, and local organizations to create a supportive network for our students. Collaborative efforts have led to successful initiatives that benefit the school and wider community.In conclusion, the 2024 Annual School Performance Evaluation Report reflects a positive trajectory for our school, with a focus on academic excellence, teacher effectiveness, extracurricular enrichment, and community engagement. We remain committed to continuous improvement and providing a high-quality education for all our students.。
申请origin的理由
尊敬的招生委员会：
我非常荣幸能够申请Origin的入学资格。
我对该学校的课程、教授和学生都深感钦佩。
此外，我有多方面的理由，希望获得这个机会。
一是我对所学专业的热情与兴趣，希望能够深入研究和学习。
我选择
申请Origin是因为该学校为学生提供了绝佳的机会学习所感兴趣的领域。
在我的本科学位中，我学习了多门计算机相关的课程，例如编程、算法设计、数据库管理等。
这些课程让我意识到计算机科学是我感兴
趣的领域。
我想要进一步深入学习计算机可持续性、人工智能等领域。
二是我追求高质量教育的态度。
我选择Origin，是因为我看到该学校
是一所高质量的学府，众多优秀的专业教授在这里执教。
除此之外，
学生和教授之间的联系也是我注意的一个问题。
与优秀的教授和同龄
的学生一起学习和研究项目，对于我学习、成长，是一个宝贵的机会。
三是机会和未来的展望。
我认为取得一个Origin的学位是未来的投资。
一个Origin的学位可供我应对未来的挑战，在职业上将帮助我走向成功。
我对于未来的发展充满了热情，并且认为我可以在Origin取得更好的成绩，并在这里获得更好的成长机会。
最后，我想强调能够在Origin学习的重要性。
如果我被录取，我将全力以赴，尽我所能学习所有能够学到的知识，并且，我将更加努力地与周围的同学和教授合作，做出共同的努力，并且，我也希望在此期间得到更好的成长和提高。
希望我的申请能够得到您的认可，我感到非常激动和荣幸能够成为Origin的一员。
纽大2024补充文书题目
2024年纽约大学的补充文书题目已经有所变化。
1. 题目六选一，字数为250个单词。
2. 第七个选项是“不写补充文书”。
具体来说，题目包括：
1. 描述一个你希望在大学期间参加的课外活动或俱乐部。
2. 描述一个你曾经面对的挑战，以及你是如何克服它的。
3. 描述一个你认为可以改变世界的想法或发明。
4. 描述一个你曾经影响过的人，以及你是如何做到的。
5. 描述一个你希望在大学期间学习的课程或技能。
6. 描述一个你认为可以影响纽约大学的理念或项目。
需要注意的是，这些题目只是可供选择的题目，并不代表必须回答的题目。
因此，学生可以根据自己的经历和兴趣自由选择其中一个题目进行回答，或者选择“不写补充文书”。
以上信息仅供参考，建议查阅纽约大学官网获取最新、最准确的补充文书题目信息。
Orange County Department of EducationAnnual Education Report on Orange County Schools2005-2006Prepared ByOffice of Assessment, Evaluation & AccountabilityFebruary 2007IntroductionThe 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 ReportBelow 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 5,350students.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 severalyears but remains over 144,000 students.4.On the average, County schools continue to report scores above the state average for allacademic indicators.5.English learners are beginning to close the achievement gap as measured by the STAR testsbut 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 theCELDT test, and re-designation rates have improved.7.County CAHSEE passing rates for first-time test-takers in grade 10 continue to surpass thestate passing rates in both Math and English-Language Arts.TABLE OF CONTENTSINTRODUCTIONEXECUTIVE SUMMARYSECTION I: COUNTY DEMOGRAPHICSEnrollment 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 PROGRESSGoals 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 SUCCESSAdvanced 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 REPORTAcademic Performance Index (API)—State Accountability (38)Adequate Yearly Progress (AYP)—Federal Accountability (39)Program Improvement (PI)........ . (40)Executive SummaryEnrollment TrendsAfter 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 DemographicsThe 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 StaffIn 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 RateThe 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 ResultsThe 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 ResultsCounty 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 ExamBeginning 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 ProgressStudents 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 TrendsIn 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 AccountabilityComponents 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 AccountabilityUnder 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 DEMOGRAPHICSEnrollment TrendsOrange 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 SchoolsGrade 2001-02 2002-03 2003-04 2004-05 2005-06Kinder 38,379 37,786 37,066 36,387 36,080 Grade 1 40,754 40,165 39,397 38,270 37,989 Grade 240,913 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 TOTAL503,351512,105515,464 513,744 510,114Source: California Department of Education (CDE)Source: California Department of Education (CDE)Ethnic Distribution TrendsFor 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 AfricanAmericanWhiteMultiple/NoResponseTotalEnrollment1993-94 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 2005-060.513.00.71.644.31.935.72.3510,114Source: California Department of Education (CDE)Source: California Department of Education (CDE)2005-2006 Ethnic Distribution of Students (Percentage) By Districts in Orange CountyDistrictE n r o l l m e n tA f r i c a n A m e r i c a n n o t H i s p a n i cA 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 eA s i a nF i l i p i n oH i s p a n i c o r L a t i n oP a c i f i c I s l a n d e rW h i t e n o tH i s p a n i cM 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 5,0364.0% 0.5% 15.1%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 Unified49,574 1.0% 0.2% 28.8% 1.2% 52.8% 1.1% 14.9% 0.0% Huntington Beach City Elementary 6,5990.7%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 Unified25,4962.3%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% 75.7% 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% 13.0% 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 Unified30,901 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 Unified20,195 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:6,312,3937.8%0.8%8.2%2.6%47.6%0.6%30.3%2.0%Source: California Department of Education (CDE)Teacher DemographicsWith 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, 2005-2006CountyStateNumber of StaffFull-Time EquivalentsPer-Pupil RatioPer Pupil RatioAdministrators 1,910 1,574.6 324.0 260.3 Pupil Services 1,605 1,447.4 352.4 270.6 Teachers22,851 22,095.3 23.1 21.0Source: California Department of Education (CDE)Number & Percent of Teachers By Ethnic GroupYear Number/ Percent AmInd/Alaska NativeAsianPacific 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 25823,659 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 29823,062 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 24322,851 2005-06Percent 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 ReportNumber and Percent of Teachers By Credential Type FullUniv. Intern Dist. Intern Pre-Intern Emergency WaiverYear# 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% 2002-0323,659 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% 2005-0622,851 22,240 97.3%2381.0%1200.5%320.1%3921.7%2401.1%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, 2005-2006Number ofSchools Enrollment Full-Time EquivalentTeachers1Pupil-TeacherRatio2Elementary 402 252,518 11,650.80 21.7 Middle 83 91,411 3,574.70 25.6High School 66 147,977 5,649.40 26.2K-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 13.2County Community 1 5,083 237.3 21.4Total 593 510,114 21,783.90 23.4Source: California Department of Education (CDE)1 FTE teacher counts include those assigned to a particular type of school; district and county office of educationteachers not associated with a school are excluded.2 The Pupil-Teacher Ratio is enrollment divided by the number of full-time equivalent teachers. Because someteachers are not assigned to a classroom, the Pupil-Teacher Ratio is usually smaller than the average class size.Charter SchoolsCounty State2000-01 2005-06 2000-01 2005-06Number of Schools 6 12 299 560 Enrollment 4,356 6,271 115,390 199,916Full Time Equivalent Teachers 177.5 266.3 5,321.70 9,525.0 Pupil-Teacher Ratios124.5 23.5 21.7 21.0Source: California Department of Education (CDE)1 The pupil /teacher ratio is enrollment divided by the number of full-time equivalent teachers. Because someteachers are not assigned to a classroom, the pupil/teacher ratio is usually smaller than the average class size.Districts by Type -- Orange County, 2005-2006Number ofDistricts EnrollmentFull-TimeEquivalentTeachersPupil-TeacherRatio1Elementary 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 23.1Source: California Department of Education (CDE)1 The Pupil-Teacher Ratio is enrollment divided by the number of full-time equivalent teachers. Because some teachersare not assigned to a classroom, the Pupil-Teacher Ratio is usually smaller than the average class size.Average Class Size & Pupil Teacher RatioAverage 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 TrendsCounty State2002 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 CoursesEnglish 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 29.8Source: 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 RatioSchool Year County State1998-99 22.4 21.21999-00 22.2 20.92000-01 22.0 20.72001-02 22.1 20.62002-03 22.2 20.82003-04 22.8 21.22004-05 23.0 21.22005-06 23.1 21.0Source: California Department of Education (CDE)Background Factors Related to Student AchievementThe 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 rateSource: California Department of Education (CDE)Orange County Economic & Language Data for 2005-2006District Enrollment NumberofSchoolsFree & ReducedPrice Meals English Learners% FullyCredentialedTeachersAnaheim Elementary 20,690 23 16,915 (81.8%) 12,255 (59.2%) 98.6Anaheim 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 %) 97.3State Totals: 6,312,393 9,833 3,162,439 (51.2%) 1,570,424 (24.9%) 94.2Source: California Department of Education (CDE)D ropout DataIn 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 definesa dropout as a person who:1.Was enrolled in grades 7, 8, 9, 10, 11 or 12 at some time during the previous school yearAND left school prior to completing the school year AND has not returned to school asof CBEDS Information Day in October.OR2.Did not begin attending the next grade (7, 8, 9, 10, 11 or 12) in the school to which theywere assigned or in which they had pre-registered or were expected to attend by CBEDSInformation 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 California2000-01 7.5 11.02001-02 7.0 10.92002-03 8.0 12.72003-04 6.0 13.12004-05 6.0 13.32005-06 5.0 12.7Source: California Department of Education (CDE)TechnologyDescriptions 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 instructionalmaterials, 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 SchoolsYear # of Computers # of Students perComputer# of Classrooms withInternet2000-01 63,730 7.8 15,7192001-02 81,163 6.2 18,5012002-03 91,044 5.6 20,7172003-04 94,848 5.4 21,5942004-05 100,545 5.1 21,9562005-06 107,573 4.7 22,844State2005-06 1,389,805 4.5 320,997Source: California Department of Education (CDE)Technology by School Type – Students per Computer ComparisonOrange 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 2.3Source: 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.。
