FREEDOM HIGH SCHOOL

Principal: Eric L. Volta

Assistant Principal: Erik Faulkner
Assistant Principal: Chris Holland
Assistant Principal: Pam Seto
Assistant Principal: Tara Biancamano
1050 Neroly Road, Oakley, CA 94561
(925) 625-5900 Fax: (925) 625-0396
http://www.libertyuhsd.k12.ca.us/freedom/
School Accountability Report Card 2008-2009
Reported for school year 2007-2008
Published during 2008-2009
District Office Board of Trustees
Superintendent……………………………..Daniel M. Smith A five Member Board of Trustees elected at large governs the
Human Resources……………...………..….Jerry T. Glenn District that serves the City of Brentwood, City of Oakley and the
Administrative Services…………...………….Roy Ghiggeri communities of Bethel Island, Byron, Discovery Bay, and
Business Manager…………………...…………..Rick Miller Knightsen:
Educational Services ………………...…Mary Vinciguerra Term
Project Developer…………………………..Wayne Reeves Steve Barr 2010
Maintenance and Operations……………….Robert Brown Joanne Byer 2010
Special Services……………………………......John Saylor Holly Hartman 2012
Technology……………………………..……….Gina Kroner Yolanda Peña-Mendrek 2010
Transportation……………………………Steve McElhaney Ray Valverde 2012

I. Data and Access

DataQuest
DataQuest is an online data tool located at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and
comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for
accountability (e.g. Academic Performance Index [API], Adequate Yearly Progress [AYP], test data, enrollment, graduates, dropouts, course
enrollments, staffing, and data regarding English learners.

Internet Access
Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the
Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions include the hours of
operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a
workstation, and the ability to print documents.

II. About the School

Principal’s Message
Freedom High School has proven itself to be a unique learning experience for students in Far East County. The school, built in 1997, was
planned around the tenets of Second to None, a California Department of Education document that stressed smaller learning communities,
school-to-career opportunities and integration of curricular areas. Freedom High School along with its progressive founding, also believes in
providing a safe, sane and positive learning environment. Our faculty works hard at making students feel good about themselves and their
school. As a school, we take pride in what we provide for our students and the community. I am proud to be serving Freedom High School and
the Oakley communities. This is my twelfth year in education administration and my twentieth in education.

School Description
In its thirteenth year of operation, Freedom High School is located in a rural-suburban portion of East Contra Costa County. Situated amongst
new housing developments, and rich pastures to the east, Freedom serves students from a large and diverse attendance area. The local setting
also underscores the challenge of serving both rural and suburban communities. Freedom High School is a comprehensive four-year high school
that is accredited by the Western Association of Schools and Colleges. This is the third year of a full six-year accreditation with a midterm review
coming up in the spring of ‘09. October enrollments for Freedom totaled 2289 students. The school’s attendance area serves the communities of
Oakley, Bethel Island and Northern Brentwood. Ten maintenance and custodial staff members are assigned to Freedom High School on a
permanent basis and are responsible for maintaining a safe and clean campus.

School Mission
The mission of Freedom High School is to educate students to prepare them for a successful future. Freedom will be the center for
knowledge and pride in the community.
Opportunities for Parental Involvement
Parents have the ability to support Freedom High School formally through organizations such as Athletic Boosters, Music Boosters, Choral
Boosters, and the School Advisory Council. In the Winter of 2004, Freedom High School created the Parent Advisory Group. This Group’s main
function is to provide feedback from the parents to the Principal regarding pertinent school issues. This group has met quarterly in the past.

Student Enrollment by Grade Level

This table displays the number of students enrolled in each grade level at the school.
Grade Level Enrollment
Grade 9 640
Grade 10 586
Grade 11 552
Grade 12 468
Total Enrollment 2246

Student Enrollment by Group

This table displays the percent of students enrolled at the school who are identified as being in a particular group.
Percent Percent
Racial and Ethnic Subgroup of Total Racial and Ethnic Subgroup of Total
Enrollment Enrollment
African American 8.68 % White (Not Hispanic) 49.82 %
American Indian or Alaska Native 1.16 % Multiple or No Response %
Asian 2.4 % Socioeconomically Disadvantaged 16 %
Filipino 4.23 % English Learners 8 %
Hispanic or Latino 32.9 % Students with Disabilities 13 %
Pacific Islander 0.8 %

Average Class Size and Class Size Distribution (Secondary)

This table displays by subject area the average class size and the number of classrooms that fall into each size category (a range of total
students per classroom).
2005-2006 2006-2007 2007-2008
Subject Avg. Number of Classrooms Avg. Number of Classrooms Avg. Number of Classrooms
Class Class Class
Size 1-20 21-32 33+ Size 1-20 21-32 33+ Size 1-20 21-32 33+
English 28.2 32 50 5 25.3 45 44 11 25.2 44 45 15
Mathematics 36.4 4 32 27 29.4 14 33 21 28.0 20 30 25
Science 29.7 1 57 1 29.4 4 46 11 30.3 4 35 27
Social Science 29.8 4 67 3 29.9 9 46 20 30.1 7 46 25

III. SCHOOL CLIMATE

School Safety Plan
Information about the currency and contents of the school's comprehensive safety plan.
Date of Last Review/Update November 13, 2008 Date Last Discussed with Staff October 23, 2008
Each site updates their Emergency and School Safety Plans on a yearly basis. Standard Operating Procedures (S.O.P.) were developed for all
staff members dealing with safety issues. Quarterly, the District meets with students to address safety issues on campus.

Suspensions and Expulsions

This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district
levels for the most recent three-year period.
School District
Rate
2005-2006 2006-2007 2007-2008 2005-2006 2006-2007 2007-2008
Suspensions 16.7 15.9 15.4 13.0 16.2 16.4
Expulsions 0.5 0.2 0.1 0.5 0.5 0.1
IV. SCHOOL FACILITIES
School Facility Conditions and Planned Improvements (School Year 2008-09)
A walk-thru is completed two times a year addressing school facility conditions. The site is evaluated and any facilities that need repair are listed
on the Facility Inspection Tool. The results of this survey are available at the district office. Planned remedial action and a timeline are set by
the site and district. The site and the district are committed to provide safe, clean, adequate and functional facilities to staff and students.
District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are completed in a timely
manner. An online work order process is used to ensure efficient service and the emergency repairs are given the highest priority. The Director
of Maintenance and Operations works daily with the custodial staff to develop cleaning schedules to ensure a clean and safe school. The
Williams Uniform Complaint form, regarding facilities, can be picked up at the Principal’s Office.

School Facility Conditions Good Repair Status (School Year 2008-09)

Data reported are the determination of good repair as documented in a completed Facility Inspection Tool on July 15, 2008. Additional
information about the condition of the school's facilities may be obtained by speaking with the school principal or the Director of Maintenance &
Operations.
Repair Status
Item Inspected Repair Needed and Action Taken or Planned
Good Fair Poor
Gas Leaks x
Mechanical Systems x
Windows/Doors/Gates (interior and exterior) x
Interior Surfaces (walls, floors, and ceilings) x
Hazardous Materials (interior and exterior) x
Structural Damage x
Fire Safety x
Electrical (interior and exterior) x
Pest/Vermin Infestation x
Drinking Fountains (inside and outside) x
Restrooms x
Sewer x
Playground/School Grounds x
Roofs x
Overall Cleanliness x

Overall Summary of School Facility Good Repair Status (School Year 2008-09)
This table displays the overall summary of the results of the most recently completed school site inspection.
Facility Condition
Item Inspected
Exemplary Good Fair Poor
Overall Summary x

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

School District
Teachers
2005-06 2006-07 2007-08 2007-08
With Full Credential 88 89 94 273
Without Full Credential 8 7 8 23
Teaching Outside Subject Area of Competence 5 3 3 N/A
Teacher Misassignments and Vacant Teacher Positions
This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant
teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester).
Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.
Teacher Misassignments 2006-2007 2007-2008 2008-2009
Misassignments of Teachers of English Learners 0 0 0
Total Teacher Misassignments 0 0 0
Vacant Teacher Positions 0 0 2

Core Academic Courses Taught by NCLB Compliant Teachers (School Year 2006-07)
This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) complaint and non-NCLB complaint
teachers at the school, at all schools in the district, at high-poverty schools in the district, and at low-poverty schools in the district. More
information on teacher qualifications required under NCLB can be found at the NCLB Web page at http://www.cde.ca.gov/nclb/sr/tq/.
Percent of Classes In Core Academic Subjects
Location of Classes
Taught by NCLB Compliant Teachers Taught by NCLB Non-NCLB Complaint Teachers
This School 95.7 4.3
All Schools in District 93.6 6.4
High-Poverty Schools in District
Low-Poverty Schools in District 93.6 6.4

VI. SUPPORT STAFF

Academic Counselors and Other Support Staff (School Year 2007-08)
This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the
school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also
represent two staff members who each work 50 percent of full time.
Number of FTE Assigned to Average Number of Students per
Title
School Academic Counselor
Academic Counselor 4.0 561
Library Media Teacher (Librarian) 1 N/A
Library Media Services Staff (paraprofessional) 1 N/A
Psychologist 1 N/A
Social Worker N/A
Nurse N/A
Speech/Language/Hearing Specialist N/A
Resource Specialist (non-teaching) N/A
Other 7.0 N/A

VII. CURRICULUM AND INSTRUCTION

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2008-09)
This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials
used at the school, and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials.

Quality, Currency, and Availability of Textbooks Percent of Pupils Who Lack Their Own Assigned
Core Curriculum Areas
and Instructional Materials Textbooks and Instructional Materials

Literature and Language Arts

9th Grade; Holt, 2003
Literature and Language Arts
10th Grade; Holt, 2003
Reading/Language Arts 0%
Literature and Language, English and World Literature
Purple Level; McDougal, Littell, 1994 and
Literature and Language Arts, Holt 2003
11th and 12th grades
 Algebra I: Prentice Hall 2005
Geometry: Prentice Hall 2008; Concepts and Skills;
McDougal Littell, 2005
Algebra II: Algebra/Trig structured and Math book 2
2000
McDougal
Advanced Math: Integrated Mathematics, Rubenstein,
Mathematics Craine, Butts; McDougal Littell: 2002 0%
Pre-Calculus: Functions and Graphs; Cengage
(Thompson Learning) Brooks/Cole 2008
Statistics: Modeling the World; Prentice Hall, Bock,
Velleman De Veax 2008
Calculus: Calculus, Graphical, Numerical , Algegraic:
Finney, Demana, Waits, Kennedy. Addison
Wesley Longman 2001

Earth Science: Holt 2007

Biology: McDougal Littell 2007
Science Chemistry Calif. Edition: Prentice Hall 2007
0%
Physics: Holt 2007

Modern World History

History-Social Science
McDougall, Littell, 2006
U.S. History: The Americans
McDougall, Littell, 2005
American Government
0%
Prentice Hall, 2006
Economics-Principals in Action
Prentice Hall, 2006

Foreign Language Paso A Paso I, II, III 0%

Health Glencoe Health; Glencoe, Mary H. Bronson 2008 0%

Visual and Performing Arts

Science Laboratory Equipment
The school stocks an adequate supply of equipment for its
students. Inventory includes, but is not limited to:
microscopes, slides, ring stands, clamps, support rings,
utility clamps, test tubes, test tube holders and brushes,
tongs, flasks, beakers, and Bunsen burners.

VIII. SCHOOL FINANCES

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2006-07)
This table displays a comparison of the school’s per pupil expenditures from unrestricted (basic) sources with other schools in the district and
throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state
levels. Detailed information regarding school expenditures can be found at the Current Expense of Education Web page at
http://www.cde.ca.gov/ds/fd/ec/ and teacher salaries can be found on the Certificated Salaries and Benefits Web page at
http://www.cde.ca.gov/ds/fd/cs/.
Total Expenditures Expenditures per Pupil Expenditures
Level Average Teacher Salary
per Pupil (Supplemental) per Pupil (Basic)
School Site $7898 * * $62802
District N/A N/A - $61845
Percent Difference – School Site and District N/A N/A - + 1.55%
State N/A N/A $5300 $65574
Percent Difference – School Site and State N/A N/A - - 4.22%
*Supplemental and Basic Expenditures per Pupil are not separated therefore only the total is shown.

Types of Services Funded (Fiscal Year 2007-08)

The Liberty Union High School District spends approximately $7,898 annually per student. This includes all education costs ranging from direct
salaries of teachers, transportation, custodial and maintenance, facilities, utilities, and administration. It also includes costs of support services
such as counseling, library and media services, and special State and Federal categorical funds.
Teacher and Administrative Salaries (Fiscal Year 2006-2007)
This table displays district-level salary information for teachers, principals, and superintendents, and compares these figures to the state
averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district’s budget,
and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found
on the Certificated Salaries and Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

State Average For Districts

Category District Amount
In Same Category
Beginning Teacher Salary $42333 $41367
Mid-Range Teacher Salary $64633 $66967
Highest Teacher Salary $85645 $85877
Average Principal Salary (High School) $113048 $123438
Superintendent Salary $193743 $185780
Percent of Budget for Teacher Salaries 39.4 % 37.1 %
Percent of Budget for Administrative Salaries 6.4 % 5.1 %

IX. STUDENT PERFORMANCE

California Standards Tests
The California Standards Tests (CST) show how well students are doing in relation to the state content standards. The CST’s 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 CST results for each grade and performance level, including
the percent of students not tested, can be found on the Standardized Testing and Reporting (STAR) Results Web page at http://star.cde.ca.gov.
Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small
for statistical accuracy or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make
public the score or performance of any individual student.

CST Results for All Students --- Three-Year Comparison

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

School District State

Subject
2005-06 2006-07 2007-08 2005-06 2006-07 2007-08 2005-06 2006-07 2007-08
English-Language Arts 42 38 43 44 40 47 42 43 46
Mathematics 12 9 11 14 11 14 40 40 43
Science 46 42 47 41 38 46 35 38 46
History-Social Science 32 26 37 31 25 34 33 33 36

CST Results by Student Group – Most Recent Year

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

Percent of Students Scoring at Proficient or Advanced

Group
English-Language Arts Mathematics Science History-Social Science
African American 29 3 25 20
American Indian or Alaska Native 17 0 * 0
Asian 57 20 54 39
Filipino 61 13 64 50
Hispanic or Latino 34 8 33 31
Pacific Islander 44 7 * 27
White (not Hispanic) 51 15 58 44
Male 39 12 47 40
Female 48 11 46 35
Economically Disadvantaged 27 8 24
English Learners 5 2 6 4
Students with Disabilities 7 5 11
Students Receiving Migrant Education
* * * *
Services

California High School Exit Exam (CAHSEE) Results

The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade 10 results of this
exam are also used to establish the percentages of students at three proficiency levels (not proficient, proficient, or advanced) in ELA and
mathematics in order to compute Adequate Yearly Progress (AYP) designations as required by the federal NCLB Act of 2001. Detailed
information regarding CAHSEE results can be found at the CAHSEE Web site 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. In no case shall any group score be reported that would deliberately or inadvertently make public the score or
performance of any individual student.

CAHSEE Results for All Students – Three-Year Comparison

This table displays the percent of students achieving at the Proficient or Advanced level.
School District State
Subject
2005-06 2006-07 2007-08 2005-06 2006-07 2007-08 2005-06 2006-07 2007-08
English 56.0 57.2 59.3 59.7 59.1 61.2 51.1 48.6 52.9
Mathematics 43.0 45.5 46.0 49.0 49.2 52.8 46.8 49.9 51.3

CAHSEE Results by Student Group – Most Recent Year

This table displays the percent of students, by group, achieving at each performance level in English language-arts and mathematics separately
for the most recent testing period.
English Mathematics
Group Not Not
Proficient Advanced Proficient Advanced
Proficient Proficient
All Students 40.7 51.2 8.0 54.0 36.2 9.9
Male 48.1 45.3 6.7 54.1 37.4 8.5
Female 31.9 58.4 9.7 53.8 34.7 11.4
African American 47.7 47.7 4.5 69.8 25.6 4.7
American Indian or Alaska Native * * * * * *
Asian 15.4 76.9 7.7 30.8 46.2 23.1
Filipino 26.1 60.9 13.0 39.1 47.8 13.0
Hispanic or Latino 55.6 42.1 2.2 64.9 28.7 6.3
Pacific Islander * * * * * *
White (not Hispanic) 32.5 54.8 12.7 47.0 41.4 11.6
English Learners 70.6 29.4 0.0 81.5 16.9 1.5
Socioeconomically Disadvantaged 66.1 32.1 1.8 71.3 23.1 5.6
Students Receiving Migrant Education
* * * * * *
Services
Students with Disabilities 83.8 16.2 0.0 95.9 2.7 1.4

California Physical Fitness Test

The California Physical Fitness Test is administered to students in grades 5,7, and 9 only. This table displays by grade level the percent of
students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. Detailed
information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found at the Physical Fitness
Testing Web page at http://www.cde.ca.gov/ta/tg/pf/.
Grade Level Percent of Students Meeting Fitness Standards
9 31
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. In no case shall any group score be reported that would deliberately or inadvertently make
public the score or performance of any individual student.
X. ACCOUNTABILITY
Academic Performance Index (API)
The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. API scores
range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be found at the API Web page at
http://www.cde.ca.gov/ta/ac/ap/.

API Ranks -– Three Year Comparison

This table displays the school’s statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1
means that the school has an API score in the lowest 10 percent of all schools in the state, while a statewide rank of 10 means that the school
has an API score in the highest 10 percent of all schools in the state. The similar school API rank reflects how a school compares to 100
statistically matched “similar schools.” A similar schools rank of 1 means that the schools academic performance is comparable to the lowest
performing 10 schools of the 100 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than
at least 90 of the 100 similar schools.
API Rank 2005 2006 2007
Statewide 6 6 5
Similar Schools 6 5 2
 "N/A" means a number is not applicable or not available due to missing data.
 "*" means this API is calculated for a small school, defined as having between 11 and 99 valid Standardized Testing and Reporting (STAR)
Program test scores included in the API. The API is asterisked if the school was small eitherin 2007 or 2008. APIs based on small numbers
of students are less reliable and therefore should be carefully interpreted.
 "A" means the school or subgroups scored at or above the statewide performance target of 800 in 2008.
 "B" means the school did not have a valid 2007 Base API and will not have any growth or target information.
 "C" means the school had significant demographic changes and will not have any growth or target information.
 "D" means this is either an LEA, an Alternative Schools Accountability Model (ASAM) school, or a special education school. Target
information is not applicable to LEAs, ASAM schools, or special education schools.
 "E" indicates this school was an ASAM school in the 2007 Base API Report and has no target information even though the school is no
longer an ASAM school.

API Changes by Student Group – Three Year Comparison

This table displays, by student group, the actual API changes in points added or lost for the past three years, and the most recent API score.
Note: “N/A” means that the student group is not numerically significant.
Actual API Change Growth API Score
Group
2005-06 2006-07 2007-08 2008
All Students at the School 17 -27 24 713
African American 35 -33 43 654
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino 17 -27 35 663
Pacific Islander
White (not Hispanic) 22 -25 19 748
Socioeconomically Disadvantaged 35 -26 36 628
English Learners 57 585
Students with Disabilities 60 -25 17 498
 "N/A" means a number is not applicable or not available due to missing data.
 "*" means this API is calculated for a small school, defined as having between 11 and 99 valid Standardized Testing and Reporting
(STAR) Program test scores included in the API. The API is asterisked if the school was small either in 2007 or 2008. APIs based on
small numbers of students are less reliable and therefore should be carefully interpreted.
 "A" means the school or subgroups scored at or above the statewide performance target of 800 in 2008.
 "B" means the school did not have a valid 2007 Base API and will not have any growth or target information.
 "C" means the school had significant demographic changes and will not have any growth or target information.
 "D" means this is either an LEA, an Alternative Schools Accountability Model (ASAM) school, or a special education school. Target
information is not applicable to LEAs, ASAM schools, or special education schools.
  "E" indicates this school was an ASAM school in the 2007 Base API Report and has no target information even though the school is
no longer an ASAM school.
Adequate Yearly Progress (AYP)
The federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:
 Participation rate on the state’s standards-based assessments in English-language arts (ELA) and mathematics
 Percent proficient on the state’s standards-based assessments in ELA and mathematics
 API as an additional indicator
 Graduation rate (for secondary schools)
Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the AYP Web page
http://www/cde/ca/gov/ta/ac/ay/.

AYP Overall and by Criteria (School Year 2007-08)

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

AYP Criteria School District

Overall No No
Participation Rate – English-Language Arts Yes Yes
Participation Rate – Mathematics Yes Yes
Percent Proficient – English-Language Arts Yes No
Percent Proficient – Mathematics No No
API Yes Yes
Graduation Rate Yes Yes

Federal Intervention Program (School Year 2008-09)

Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make Adequate Yearly Progress (AYP) for
two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate). After
entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Detailed
information about PI identification can be found at the AYP Web page at http://www.cde.ca.gov/ta/ac/ay/.
Indicator School District
Program Improvement Status Not in PI In PI
First Year of Program Improvement Implementation 2008-2009
Year in Program Improvement Year 1
Number of Schools Currently in Program Improvement N/A
Percent of Schools Currently in Program Improvement N/A

XI. SCHOOL COMPLETION AND POSTSECONDARY PREPARATION

Admission Requirements for California Public Universities

University of California
Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth
of the state’s high school graduates, as well as those transfer students who have successfully completed specified college work, be eligible for
admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work. For
general admissions requirements please visit the University of California Web site at
http://www.universityofcalifornia.edu/admissions/general.html.

California State University

Admission requirements for the California State University (CSU) use three factors to determine eligibility. They are specific high school courses;
grades in specified courses and test scores; and graduation from high school. Some campuses have higher standards for particular majors or
students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards
(supplementary admission criteria) for all applicants. Most CSU campuses utilize local admission guarantee policies for students who graduate or
transfer from high schools and colleges that are historically served by a CSU campus in that region. For general admissions requirements please
visit the California State University Web site at http://www.calstate.edu/admission/.

Dropout Rate and Graduation Rate

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

School District State

Indicator
2004-05 2005-06 2006-07 2004-05 2005-06 2006-07 2004-05 2005-06 2006-07
Dropout Rate (1-year) 0.5 0.4 0.9 0.5 2.0 2.3 3.1 3.5 4.4
Graduation Rate 96.7 97.7 96.2 96.2 91.0 89.9 85.0 83.0 79.5

Completion of High School Graduation Requirements

Students in California public schools must pass both the English-language arts and mathematics portions of the California High School Exit
Examination (CAHSEE) to receive a high school diploma. For students who began the 2007-08 school year in the 12th grade, as evidenced by
that school year’s October CBEDS enrollment, this table displays by student group the percent who met all state and local graduation
requirements for grade 12 completion, including having passed both portions of the CAHSEE or received a local waiver or state exemption.
Detailed information about the CAHSEE can be found at the CAHSEE Web page at http://www.cde.ca.gov/ta/tg/hs/. Note: "N/A" means that the
student group is not numerically significant.
Graduating Class of 2008
Group
School District State
All students 88% 74% --
African American 7% 5% --
American Indian or Alaska Native 1.5% 0.8% --
Asian 2% 2.4% --
Filipino 3% 2% --
Hispanic or Latino 23.5% 19% --
Pacific Islander 0.4% 0.3% --
White (not Hispanic) 48% 44% --
Multiple Ethnicity/Race or no response 2% 1%
Socioeconomically Disadvantaged 14% 11% --
English Learners 6% 6% --
Students with Disabilities 10% 6% --

Career Technical Education (CTE) Programs (School Year 2007-08)

In Freedom High School, career tech education courses are organized through career paths within three school-to-career academies. The
academy curriculum integrates academic and career/technical education. Students who complete an academy program have completed all
district graduation requirements and are prepared to attend college and/or enter the work world. Students who successfully complete an
academy program may receive certificates.

A career path or major is a series of specialized courses concentrated in a particular career or academic area. Students are provided with the
introductory skills and knowledge necessary to pursue post-secondary education or work immediately after graduation from high school.

There are three academies, each with a particular focus and each with career paths that are defined by a variety of majors. A major consists of
a series of related courses with a general career focus. Academies, majors and career paths in Freedom High School include courses in these
specific career fields: Arts and Media, Business, Engineering, and Technology, and Professional Human Development.

ARTS AND MEDIA

SEQUENCE OF COURSES FOR MAJORS/ ACADEMY COMPLETION
Visual/Commercial Art Performing Arts Mass Media
Beginning Courses Beginning Art Beginning Art Concert Band
Intro. to Art History Women’s Choir Men’s Choir
Beginning Fashion Men’s Choir Women’s Choir
Concert Band Beginning Art
Beginning Fashion Beginning Acting
Beginning Acting Keyboarding I/II
 Beginning Guitar Personal Computing
Intro. to Art History
Intermediate Courses Intermediate Art Jazz Band Journalism
Animation Intermediate Fashion Speech and Debate
Intermediate Fashion A’Capella Choir Animation
Photography I Intermediate Acting ROP The Art of Video Production
Women’s Ensemble ROP Digital Arts/Design for the
Web
Desktop Publishing
Photography I
Animation
Advanced Courses Advanced Art Theater Production and Stage Craft Graphics Illustration
Photography II Symphonic Band Advanced Video Production
Advanced Animation Music Appreciation Advanced News Production
AP Art History Orchestra Publications/Graphic Arts
Studio Art Select Singers Photography II
Advanced Animation
ROP Dynamic Web Development

BUSINESS ENGINEERING AND TECHNOLOGY ACADEMY (BETA)

SEQUENCE OF ELECTIVE COURSES FOR ACADEMY MAJOR COMPLETION
Business Technology Math / Computer Science Science Engineering / Architecture
Beginning Keyboarding Practical Computing Environmental Science Design Drafting I, II
Practical Computing Systems Earth Science Electronics
Foreign Language Management I-IV Foreign Language Foreign Language
Foreign Language Technology Explorations
Practical Math
Keyboarding
Intermediate MS Office Certification Computer Programming Anatomy/Physiology Architecture Design
Web Design Algebra II Chemistry Algebra II
Desktop Publishing Algebra II Engineering
Web Design Forensic Science
MS Office Cert. Program Zoology
Advanced Virtual Enterprise Physics, AP Biotechnology CAD
Web Development Computer Programming AP Biology Physics
Web Development Physics Pre-calculus
Pre-calculus or Calculus AP Chemistry
Pre-calculus

PROFESSIONAL HUMAN DEVELOPMENT (PHD)

Teaching Major Electives: Child Development, ROP Careers in Education, T.E.P. Program (Teaching Experience Program), Psychology or AP
Psychology, Practical Computing or Keyboarding

Sports Medicine/Medical Major Electives: Anatomy & Physiology, Sports Medicine I & II, Physics, AP Chemistry, Psychology & AP
Psychology, Biology & AP Biology, Biotechnology, Zoology

Psychology: Psychology and/or AP Psychology, Biology or AP Biology, Anatomy & Physiology, Chemistry or AP Chemistry

Law Enforcement/ Fire: ROP Law Enforcement, ROP Fire Science, Psychology or AP Psychology, Keyboarding, Biology or AP Biology,
Forensic Science

Career Technical Education Participation (School Year 2007-08)

This table displays information about participation in the school’s CTE programs.
Measure CTE Program Participation
Number of Pupils 1051
Percent of Pupils completing a CTE program and earning a high school diploma 94.7%
Percent of CTE courses sequenced or articulated between the school and
0%
institutions of postsecondary education
Courses for University of California (UC) and/or California State University (CSU) Admission (School Year 2007-08)
This table displays, for the most recent year, two measures related to the school’s courses that are required for University of California (UC)
and/or California State University (CSU) admission. Detailed information about student enrollment in, and completion of, courses required for
UC/CSU admission can be found on the DataQuest Web page at http://dq.cde.ca.gov/dataquest/.
Indicator Percent
Students Enrolled in Courses Required for UC/CSU Admission 66.2
Graduates Who Completed All Courses Required for UC/CSU Admission 30.5

Advanced Placement Courses

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

Number of
Subject Percent of Students in AP Courses
AP Courses Offered
Computer Science --
English 2 --
Fine and Performing Arts 1 --
Foreign Language 1 --
Mathematics 1 --
Science 1 --
Social Science 4 --
All Courses 10 2.9

XII. INSTRUCTIONAL PLANNING AND SCHEDULING

Professional Development
The Liberty Union High School District and Freedom High School utilize three Staff Development Days and Professional Development Days
(short day) in 2007-2008 for professional development needs. The focus of these days is on effective classroom instruction, data analysis,
teaching strategies in a block schedule and implementation of our Local Educational Agency Plan (LEA Plan). These days were used for a
variety of purposes tied to the goals of the site School Improvement Plan.

The School Site Council (SSC) is composed of parents, students, teachers, administrators, and classified staff members. It oversees the SIP
plan which directs the school improvement efforts, develops and monitors the Single Plan for Student Achievement, and authorizes expenditures
for school wide professional development. The SSC monitors and identifies areas of instructional need before distributing School Improvement
Program (SIP) funds.