Los Angeles Unified School District
333 S. Beaudry Ave.
Los Angeles, Ca. 90017
(213) 241-1000

Superintendent David L. Brewer III
Prepared by
School Information Branch
Planning, Assessment, and Research
(213) 241-2450

AN ANNUAL REPORT TO THE COMMUNITY

Data for 2006-2007 School Year
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DISTRICT ACCOUNTABILITY REPORT CARD 2006-2007

 

MESSAGE FROM THE SUPERINTENDENT

Dear Parents and Guardians:

Welcome to the Los Angeles Unified School District (LAUSD). Our teachers, principals, staff, and administrators are committed to working with you to prepare your children to be successful life long learners and civic-minded citizens.

On behalf of the school district, I would like to thank you for taking the time to read this important information and share it with your child. The District recognizes the critical role you provide in your child's academic success, and this District Accountability Report Card is a way for the LAUSD to provide you with a brief synopsis of the District's progress.

In 1988, California voters passed Proposition 98 establishing the School Accountability Report Card. The State of California requires that all school districts issue annual assessments for each elementary and secondary school related to the schools resources, successes and areas of improvement. If you have any questions, I encourage you to talk to your child's teacher or principal.

Today's students need to master more complex skills than any previous generation; with more demanding requirements for college and careers, we must work together to ensure that our students are well equipped with the academic skills and civic values in order to be successful. Our teachers, principals, administrators, staff, and members of the Board of Education are committed to partnering with you to ensure the academic success of our students.

By working together we can provide a bright future for all our children. Best wishes for a successful academic year.


David L. Brewer III, Superintendent

 

Opportunities for Parental Involvement

 

I. Demographic Information

 

School Counts by Type and Calendar
School Type
# of Schools
PRIMARY CENTER
27
ELEMENTARY SCHOOL
436
MIDDLE SCHOOL
75
SENIOR HIGH SCHOOL
64
MAGNET CENTER
138
MAGNET SELF-CONTAINED
22
NEWCOMER CENTER
1
SPAN SCHOOL
11
CONTINUATION
45
OPTIONS
14
SPECIAL EDUCATION
19
AEWC
26
INDEPENDENT CHARTER
117
TOTAL
995
Calendar Type
# of Schools
TRADITIONAL CALENDAR
657
3 TRACK
62
4 TRACK
109
CONTINUATION
25
OTHER
116
TOTAL
995

 

Student Enrollment - Racial and Ethnic Subgroups
Data reported are the number and percent of students in each racial and ethnic subgroup as reported by CBEDS.
Racial and Ethnic Subgroup
# of Students
% of Students
African American
80,958
11.2%
American Indian or Alaska Native
2,396
0.3%
Asian
26,997
3.7%
Filipino
16,187
2.2%
Hispanic or Latino
530,975
73.3%
Pacific Islander
2,256
0.3%
White (Not Hispanic)
64,131
8.9%
Total
723,900
100.0%

 

Average Class Size and Class Size Distribution
 Data reported are the number of classrooms that fall into each size category (i.e., number of students), by grade level, as reported by CBEDS.
Grade Level
2004-05
2005-06
2006-07
Number of Classrooms
Number of Classrooms
Number of Classrooms
1-20
21-32
33+
1-20
21-32
33+
1-20
21-32
33+
Kindergarten
3,718
448
1
2,328
476
4
2,351
509
1
01
2,606
394
0
2,513
434
0
2,554
437
0
02
2,777
312
0
2,640
295
0
2,698
328
0
03
2,755
313
0
2,676
289
0
2,646
336
0
04
62
1,813
197
48
1,730
184
308
1,665
153
05
31
1,789
218
34
1,750
197
300
1,613
205
 06
  8
  48
  8
  4
  62
  10
  27
  76
  11
Ungraded
  4
  29
  9
  3
  16
  13
 
 
 

Average Teaching Load and Teaching Load Distribution
 Data reported are the number of classrooms that fall into each size catergory (i.e., number of students), by subject area, as reported by CBEDS.
Subject
2004-05
2005-06
2006-07
Number of Classrooms
Number of Classrooms
Number of Classrooms
1-22
23-32
33+
1-22
23-32
33+
1-22
23-32
33+
English
7,671
7,646
3,621
6,621
8,028
3,646
6,871
8,164
3,309
Mathematics
2,220
4,480
4,653
1,622
4,535
4,926
2,174
5,471
3,935
Science
864
3,218
4,692
900
3,419
4,685
1,152
3,772
4,281
Social Science
1,329
3,759
5,145
1,094
3,600
4,646
1,670
4,251
5,069

 

II. School Climate

Our schools make every effort to provide a safe, clean environment for learning. Classroom space is used to support our instructional program. Emergency drills are routinely held for earthquake and fire preparedness for our students and staff.

 

Suspensions and Expulsions
Data reported are the number of suspensions and recommended expulsions (i.e., the total number of incidents that resulted in a suspension or expulsion).
The rate of suspensions and expulsions is the total number of incidents divided by the district's total enrollment as reported by CBEDS for given year.
Category
2004-05
2005-06
2006-07
Number of Suspensions
79,690
72,868
60,962
Rate of Suspensions
10.5
9.8
8.4
Number of Expulsions
674
500
512
Rate of Expulsions
0.1
0.1
0.1

 

III. School Facilities

School Facility Conditions - General Information
The District takes great efforts to ensure that all schools are clean, safe, and functional within the available resources. The District has established cleaning standards for all school facilities in assigning and inspecting custodial work. A summary of these standards is available through the site administrator. Food service and restroom facilities are given highest priority on a daily basis to ensure the health and safety of students and staff. Other cleaning functions may be scheduled on less than a daily frequency due to the limitation of available custodial resources. Information about the condition of school facilities can be found at www.lausd-oehs.org under “School Inspection Results”.

 

IV. Teacher Information

Teacher Credentials
This table displays the number of teachers assigned to the district with full credentials, without full credentials, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found at the CDE Website at http://dq.cde.ca.gov/dataquest/.
Teachers
2004-05
2005-06
2006-07
With Full Credentials
30,641
31,413
31,912
Without Full Credentials
4,196
3,173
3,017
Teaching Outside Subject Area of Competence*
10,118
11,550
11,567
* At the secondary level, this count is at the course assignment level and is a duplicated count of teachers.

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.
Category
2005-06
2006-07
2007-08
Misassignments of Teachers of English Learners
  12,859
  10,094
  12,430
Total Teacher Misassignments
  24,409
  21,661
  21,552
Total Number of Vacant Teacher Positions
 297
 179
 99
Note: Misassignments and vacancies for the 2007-08 school year are as of October, 2007.
* At the Secondary level, this count is at the course assignment level and is a duplicated count of teachers.

Core Academic Courses Taught by NCLB Compliant Teachers
 The data reported are the percent of all classes in core academic subjects taught by NCLB compliant teachers in the district, in high-poverty schools in the district, and in 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/.
Category
Percent of Classes
In Core Academic Subjects
Taught by
NCLB Compliant Teachers
Taught by
Non-NCLB Compliant Teachers
All Schools in District
77.0%
23.0%
High-Poverty Schools in District
78.0%
22.0%
Low-Poverty Schools in District
77.7%
22.3%

 

V. Support Staff

Counselors and Other Support Staff
Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person working 100% (i.e., full time). Two staff persons working 50% of full time also equals one FTE.
Title
FTE
Counselor
674.0
Librarian
1.0
Paraprofessional
0.0
Psychologist
527.8
Social Worker
185.6
Nurse
523.7
Speech/Language/Hearing Specialist
61.5
Resource Specialist (Non-Teaching)
0.0
Other (Specify)
970.1
Academic Counselors
Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100% of full time. Two staff persons working 50% of full time also equals one FTE. The ratio of pupils per academic counselor is enrollment, as reported in the most recent California Basic Educational Data System (CBEDS) data collection, divided by the number of academic counselors.
Number of Academic Counselors (FTE)
Ratio of Pupils per Academic Counselor
674.0
432.4

 

VI. Curriculum and Instructional Materials

Quality and Currency of Textbooks and Other Instructional Materials

Elementary Schools

The Open Court Reading (Foro Abierto Para la Lectura) Program provides standards-based instruction literacy development. Health textbooks were purchased for grades K-5/6 in Spring 2005 and implemented in 2005-06. History/Social Science textbooks and instructional materials were adopted in Spring 2006 and implemented in 2006-07. FOSS kits were adopted for Science textbooks in Spring 2007 and implemented in 2007-08. New Mathematics textbooks will be adopted in Spring 2008 for implementation in 2008-09.

Middle Schools

For middle schools, the following schedule targeted the purchase of standards-aligned textbooks:

1999 – ESL, History/Social Science
2000 – Science
2001 – Mathematics
2002 – Reading, Intervention, and ESL
2003 – English, History/Social Science, Mathematics, Science
2004 – English, History/Social Science, Mathematics, Science
2005 – Health
2006 – History/Social Science
2007 – Science

The Grade 6-8 District adoption of Mathematics textbooks will be finalized in Spring 2008 and implemented in the 2008-09 school year.

High Schools

Beginning in 1998, textbook evaluation committees aligned textbooks in the core and required subject areas to state-content standards for Grades 9-12 on the following schedule:

1999 – standards-aligned Mathematics textbooks
2000 – standards-aligned English, History/Social Science, and Science textbooks
2001 – standards-aligned History/Social Science textbooks, as well as additional
standards-aligned Mathematics and Science
2002 – standards-aligned textbooks for English, Intervention, and English as a Second Language
2003 – standards-aligned textbooks for English, History/Social Science, Mathematics, Science
2004 – framework-aligned textbooks for Foreign Language
2005 – framework-aligned textbooks for Health
2006 – framework-aligned textbooks for History/Social Science
2007 – framework-aligned textbooks for Science

The Grade 9-12 District adoption of Mathematics textbooks will be finalized in Spring 2008 and implemented in the 2008-09 school year.

Sufficient core program textbooks and instructional materials are available in the 2007-2008 school year for on-track students in grades K-12 to support the core curriculum areas of Reading/English/English Language Development (ELD), English as a Second Language (ESL), and/or Intervention, History/Social Science, Mathematics, and Science. Thus, there is a one textbook per pupil ratio for on-track pupils at multi-track schools. Since the District is not required to have one textbook per off-track student at multi-track schools, except in classes where homework is assigned, the off-track ratio of textbooks per pupil at multi-track schools varies from school to school.

To provide sufficient textbooks in subject areas consistent with the content and cycles of the curriculum framework adopted by the State Board of Education, the Los Angeles Unified School District continued to target State textbook money, available District general funds, categorical funds, as well as any additional funding provided by the State, toward the purchase of core textbooks and instructional materials. In 2006-07, the District expended $112.6 M for core and required textbooks (of which $53.1 M was provided by State Instructional Materials Realignment Fund Program (IMFRP). In 2007-08, the District has expended $22.1 M for core and required textbooks (of which $14.1 M was IMFRP) and set aside an additional $82.1 M, primarily to purchase Mathematics textbooks and other core and required textbooks.

 

VII. Fiscal and Expenditure Data

Types of Services Funded
This section provides information about the programs and supplemental services that are available at the school sites and are funded through categorical or other sources.

Title I
Title I funds are used to support effective, research-based educational strategies that close the achievement gap between high- and low- performing students and enable the students to meet the state's challenging academic standards. Title I funds are distributed on the basis of the number of students in poverty at the school. The District sponsors programs at specific schools aimed at meeting the needs of targeted students, including the Academic English Mastery program. The District has designed school programs to address areas in which the District failed to make Adequate Yearly Progress. These programs include Required Learning Academy, Year 1 Tutorial Program, Special Education Bridge Coordinator Program, Diploma Project Advisor Program, and the School Improvement Facilitator Program.

Title II
The purpose of Title II is to increase the academic achievement of all students, to improve teacher and prinicipal quality through professional development and other activities, and to ensure that all teachers are highly qualified. With Title II funds, the District has provided instructional coaches at most school sites.

Title III
Title III funds assist English Learners (EL) in acquiring English fluency, gaining access to the curriculum, and achieving grade-level and graduation standards. Funds are distributed to school sites based on the number of EL students enrolled.

EIA LEP
Economic Impact Aid (EIA) is a state categorical program that provides supplemental funds to support programs for English Learners. Use of supplemental EIA funds for English Learners at the school level is administered through the Single School Plan as approved by the School Site Council and the local governing board. Typical examples include the purchase of supplemental materials and expenses that support paraprofessionals, supplemental resource teachers, and the operation of EL advisory committees.

EIA State Comp Ed
Economic Impact Aid (EIA) funds provide compensatory education services for educational disadvantaged students. Additional support may be provided through professional development and health and guidance services.

School and Library Improvement
The purpose of the School and Library Improvement (SLI) Program is to improve the local school's instructional program by providing funds to purchase goods and services that meet school needs, as indicated in the Single Plan for Student Achievement. All schools receive a per pupil allocation, and may use these funds for either School Improvement or Library Materials programs.

Teacher and Administrative Salaries (Fiscal Year 2005-06) *
This information provides a comparison of the average teacher salary at a school site with the average teacher salaries at the district and state levels. For information on fiscal and expenditure data by school, please view the individual School Accountability Report Cards at: http://search.lausd.k12.ca.us/cgi-bin/fccgi.exe?w3exec=sarc0.
Category
District
Amount
State Average
for Districts
In Same Category
Beginning Teacher Salary
$36,618
$37,540
Mid-Range Teacher Salary
$58,497
$59,426
Highest Teacher Salary
$73,695
$73,925
Average Principal Salary (Elementary) **
$99,490
$96,377
Average Principal Salary (Middle) **
$107,724
$100,144
Average Principal Salary (High) **
$107,818
$109,130
Superintendent Salary
$250,000
$185,251
Percent of Budget for Teacher Salaries ***
37.2%
40.9%
Percent of Budget for Administrative Salaries ***
5.2%
5.3%
* Please note that these figures reflect salary and budget data for 2005-06 school year as required by the State, and the figures do not include general fund expenditures for employee benefits.
** Includes all school site administrators, principals, assistant principals, etc.
*** Actual salaries and expenditures.

 

VIII. Student Performance

California Standards Tests (CST)
The California Standards Tests (CST) 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, 10, and 11. Student scores are reported as performance levels. Detailed information regarding the CST results for each grade and proficiency level, including the percent of students not tested, can be found at the CDE Web site at http://star.cde.ca.gov or by speaking with the school principal.
Note: To protect student privacy, asterisks appear in any cell whenever 10 or fewer students had valid test scores.


CST - Results for All Students - Three-Year Comparison
Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard).
Subject
District
State
2004-05
2005-06
2006-07
2004-05
2005-06
2006-07
English-Language Arts
27%
29%
31%
40%
42%
43%
Mathematics
29%
31%
31%
38%
40%
40%
Science
14%
23%
23%
27%
35%
38%
History-Social Science
20%
20%
20%
32%
33%
33%

CST - Racial/Ethnic Groups - Most Recent Year
Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard).
Subject
African-American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Pacific Islander
White (Not Hispanic)
English-Language Arts
  30%
  33%
  65%
  59%
  26%
  34%
  60%
Mathematics
  26%
  27%
  69%
  58%
  29%
  31%
  55%
Science
  18%
  20%
  58%
  48%
  19%
  20%
  52%
History-Social Science
  14%
  26%
  49%
  42%
  15%
  12%
  44%

CST - Other Subgroups - Most Recent Year
Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard).
Subject
Male
Female
English Learners
Economically Disadvantaged
Students with Disabilities
Migrant Education
English-Language Arts
  29%
  35%
  11%
  27%
  8%
  20%
Mathematics
  34%
  33%
  23%
  30%
  13%
  21%
Science
  26%
  23%
  7%
  20%
  7%
  15%
History-Social Science
  21%
  18%
  3%
  16%
  4%
  21%

 

Norm-Referenced Test (NRT)
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: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

NRT - Results for All Students - Three-year Comparison
Data reported are the percent of students scoring at or above the 50th percentile.
Subject
District
State
2004-05
2005-06
2006-07
2004-05
2005-06
2006-07
Reading
  27%
  27%
  29%
  41%
  42%
  42%
Mathematics
  39%
  40%
  42%
  52%
  53%
  53%

NRT Results by Racial/Ethnic Groups - Most Recent Year
Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard).
Subject
African-American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Pacific Islander
White (Not Hispanic)
Reading
  25%
  26%
  57%
  48%
  24%
  22%
  58%
Mathematics
  33%
  29%
  77%
  68%
  40%
  42%
  71%

NRT Results by Other Subgroups - Most Recent Year
Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard).
Subject
Male
Female
English Learners
Economically Disadvantaged
Students with Disabilities
Migrant Education
Reading
  26%
  32%
  8%
  24%
  8%
  21%
Mathematics
  45%
  45%
  25%
  40%
  15%
  32%

 

California High School Exit Examination
The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement, 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) Act. The CAHSEE includes English-Language Arts and Mathematics components. Student scores are reported as performance levels: Not Proficient, Proficient, and Advanced. Detailed information regarding CAHSEE results can be found at the CDE website at http://cahsee.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.

CAHSEE 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
District
State
2004-05
2005-06
2006-07
2004-05
2005-06
2006-07
English-Language Arts
  34.0%
  36.0%
  32.0%
  49.0%
  51.0%
  49.0%
Mathematics
  27.0%
  30.0%
  33.0%
  45.0%
  47.0%
  50.0%

 

California Physical Fitness Test
Data reported are the percentage of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. The California Physical Fitness Test is administered to students in grade 5, 7, 9 only. Detailed information regarding the California Physical Fitness Test may be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/pf/.
Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
Grade Level
District
05
20.4%
07
21.0%
09
20.5%

 

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 1000, with a statewide target of 800. This table displays the percent of schools that met 2007 API Growth Targets. Detailed information about the API can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/.
 
District
# of schools *
% met target
Elementary
450
74%
Middle
79
34%
Senior High
57
56%
* Includes only schools that have API growth targets.

 

Adequate Yearly Progress (AYP)
The Federal No Child Left Behind Act (NCLB) requires that all schools and districts meet Adequate Yearly Progress (AYP) requirements. To comply with NCLB, California adopted AYP criteria that were approved by the U.S. Department of Education in June 2003. To make AYP, schools and districts are required each year to meet or exceed specific criteria in each of the following:
  • Participation rate on the state's standards-based assessments
  • Percent proficient on the state's standards-based assessments
  • API as an additional indicator
  • Graduation rate (for secondary schools)

AYP Overall and by Criteria
This table displays an indication of whether the district made AYP overall and whether the district met each of the AYP criteria.
Detailed information about AYP can be found at the CDE Web site at http://www.cde.ca.gov./ta/ac/ay/ or by contacting the district office.
AYP Criteria
District
Overall
 No
Participation Rate - English-Language Arts
 Yes
Participation Rate - Mathematics
 Yes
Percent Proficient - English-Language Arts
 No
Percent Proficient - Mathematics
 Yes
API
 Yes
Graduation Rate
 No

Percentage of Schools That Met 2007 AYP Criteria
 
District
# of schools
% met target
Elementary
470
69%
Middle
82
5%
Senior High
134
34%

 

Federal Intervention Program
Districts receiving federal Title I funding enter Program Improvement (PI) if they do not make Adequate Yearly Progress (AYP) for two consecutive years. After entering PI, districts advance to the next level of intervention with additional year that they do not make AYP. Information about PI, including a list of all PI districts, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay or by contacting the district office.
Category
District
Program Improvement Status
In PI
First Year of Program Improvement Implementation
2004-2005
Year in Program Improvement (Implementation Level)
3

Percentage of Program Improvement Schools
 
District
# of schools
% P.I.
Elementary
422
41%
Middle
79
86%
Senior High
113
43%

 

X. School Completion (Secondary Schools)

Dropout Rate and Graduation Rate
 Data reported regarding progress toward reducing dropout rates over the most recent three-year period include grade 9 through 12 enrollment, the number of dropouts, and the one-year dropout rate as reported by CBEDS. The formula for the one-year dropout rate is (grades 9 through 12 dropouts divided by grades 9 through 12 enrollment) multiplied by 100. The graduation rate, included as one of the requirements of California's definition of Adequate Yearly Progress as required by the federal No Child Left Behind (NCLB) Act, is calculated by dividing the number of high school graduates by the sum of dropouts for grades 9 through 12, in consecutive years, plus the number of graduates.
Category
District
State
2003-04
2004-05
2005-06
2003-04
2004-05
2005-06
Grades 9-12
Dropout Rate (1-year)
7.9
5.5
5.0
3.2
3.1
4.0
Grades 9-12
Dropout Rate (4-year)
32.9
24.1
25.5
13.0
12.6
15.0
Graduation Rate
66.5
66.3
63.0
85.4
85.0
83.0

 

California High School Exit Examination (CAHSEE)
 Beginning with the graduating class of 2006, 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 2005-06 school year in the 12th grade, this table displays by student group the percent of students 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.
Group
Graduating Class of 2007
All Students
  92%
African American
  89%
American Indian or Alaska Native
  93%
Asian
  97%
Filipino
  98%
Hispanic or Latino
  91%
Pacific Islander
  91%
White (Not Hispanic)
  98%
Socioeconomically Disadvantaged
  75%
English Learners
  84%
Students with Disabilities
  92%

 

Career Technical Education Participation
This table displays information about participation in the school's CTE programs.
Measure
CTE Program Participation
Number of the pupils participating in CTE
  78,289
Percent of the pupils completing a CTE program and earning a high school diploma
  72.8%
Percent of CTE courses sequenced or articulated between a school and institutions of postsecondary education
  5.4%

 

Advanced Placement and International Baccalaureate Courses
Data reported are the number of Advanced Placement (AP) and International Baccalaureate (IB) courses and classes offered, and the enrollment in various classes. The data for Fine and Performing Arts include AP Art and AP Music, and the data for Science include IB Humanities.
Subject
Number of AP Courses Offered
Computer Science
20 
English
129 
Fine and Performing Arts
52 
Foreign Language
124 
Mathematics
113 
Science
136 
Social Science
223 
All courses
797 

 

XI. Instructional Planning and Scheduling

Continuation School Instructional Days
The number of instructional days at continuation schools is compared to the state requirement.
Grades
Instructional Days with at least 180 Instructional Minutes
Offered in LAUSD
State Requirement
9-12
180 days
180 days