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Educationalopportunityaudit rEport
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Carlsbad Unified School District
The educaTion TrusT–wesT | carlSBad | March 2010 i i i
contents
ExEcutivE Summary......................................................................................................................................v
thE carlSBad Educational opportunity audit (Eoa).............................................................................................. 1
i. College.and.Career-Ready.Curriculum:.Rationale.and.Relevance..............................................................1
ii. Carlsbad.Unified.School.District’s.Commitment.to.Reform:.The.Road.to.Rigor.........................................2
iii. Audit.Component.#1:.Examining.Student.Performance.Trends................................................................4
iv. Audit.Component.#2:.Examining.Students’.Journeys.Through.High.School.........................................10
v. Audit.Component.#3:.Examining.School.Organization.of.Teaching.and.Learning...............................18
vi. Audit.Component.#4:.Examining.Attitudes.and.Beliefs.of.Key.Stakeholders.........................................24
vii: Audit.Component.#5:.Examining.Institutional.Practice..........................................................................30
viii. Next.Steps....................................................................................................................................................33
ix. Implications.for.Blueprint..........................................................................................................................34
appEndicES.......................................................................................................................................................36
notes.......................................................................................................................................................................38
iv The educaTion TrusT–wesT | carlSBad | March 2010
The educaTion TrusT–wesT | carlSBad | March 2010 v
Executive Summarythe road to rigor: cuSd’s commitment to reform
The.board.of.the.Carlsbad.Unified.School.District.(CUSD).
has.made.it.a.clear.priority.to.bring.high-impact.reform.to.all.
students..This.reform.would.continue.to.focus.on.improving.
educational.outcomes.for.all.students,.including.those.who.
historically.have.been.underserved.and.underprepared..Led.
by.the.superintendent’s.and.school.board’s.vision.that.CUSD.
should.be.a.world-class.district.to.which.others.look.for.
guidance.and.example,.school.and.district.leaders.recognize.
that.the.central.goal.must.be.to.implement.a.college.and.
career-ready.high.school.curriculum.for.all.students.in.the.
Carlsbad.community.
As.a.key.step.in.bringing.this.ambitious.goal.to.fruition,.
CUSD’s.superintendent.and.senior.staff.have.partnered.
with.The.Education.Trust–West.(ETW).to.analyze.students’.
educational.experiences..By.working.to.improve.the.educa-
tional.outcomes.of.all.students—approximately.25.percent.
of.whom.are.students.of.color—CUSD.joins.other.districts.
leading.the.charge.for.equitable.access.and.achievement.
The.movement.to.prepare.all.students.for.college.and.a.
career.is.timely.and.important..Increasingly,.jobs.that.pay.a.
living.wage.require.some.type.of.postsecondary.education..
Jobs.that.do.not.are.disappearing..As.young.workers.enter.
the.workforce.and.progress.in.their.careers,.they.will.need.
to.know.more.and.do.more.than.workers.from.past.genera-
tions..Every.young.person.will.need.to.possess.the.knowledge.
and.problem-solving.capabilities.that.once.were.reserved.for.
a.select.few.
What.this.means,.simply,.is.that.it.no.longer.is.acceptable.
to.prepare.some.young.people.for.college.and.others.for.
careers..The.divisions.between.“college.ready”.and.“career.
ready”.are.increasingly.irrelevant.and.immaterial..
Schools.must.change.accordingly..The.rigorous.high.
school.curriculum.students.need.to.be.ready.for.college.
and.a.career.begins.with.the.University.of.California.(UC).
and.California.State.University.(CSU).A-G.requirements,.a.
15-course.sequence.in.seven.academic.areas;.students.must.
earn.a.C.or.higher.in.each.course..These.UC/CSU.A-G.course.
requirements.represent.an.ambitious.target.and.a.navigable.
path.toward.raising.expectations.and.outcomes.for.all.stu-
dents..For.California.to.remain.economically.competitive,.
completion.of.this.college-prep.course.sequence—which.
only.34.percent.of.students.statewide.successfully.completed.
in.2008—must.become.the.default.curriculum.and.mini-
mum.graduation.requirement.for.all.high.school.students..
Across.the.state,.forward-looking.districts.such.as.CUSD.have.
begun.to.take.the.steps.necessary.to.align.their.graduation.
requirements.with.the.UC/CSU.A-G.course.sequence.and.
make.these.courses.available.to.all.students.
California.faces.a.daunting.array.of.challenges.in.the.years.
ahead..Clearly,.a.highly.educated,.highly.skilled.workforce.
remains.central.to.our.ability.to.meet.these.challenges.and.
continue.to.grow.our.economy.and.maintain.our.standing.
on.the.world.stage..Translating.these.principles.into.stan-
dards.and.a.tangible.academic.program.may.be.a.demanding.
process,.but.it.is.far.from.impossible.
The.good.news.is.that.all.major.stakeholders.in.CUSD.
understand.the.importance.of.this.work..In.focus.groups.
ETW.convened.for.this.audit,.teachers,.counselors,.parents,.
and.students.repeatedly.cited.the.importance.of.high.aca-
demic.standards..Parents.said.they.expected.their.children.
to.attend.college;.students.echoed.these.aspirations..Some.
participants,.including.all.parents.and.students,.affirmed.
their.belief.that.all.young.people.could.successfully.com-
plete.the.UC/CSU.A-G.course.requirements..Parents.in.focus.
groups.said.they.expected.their.children.to.attend.college;.
students.echoed.these.aspirations..Indeed,.while.students.
voiced.concern.over.the.lack.of.access.to.rigorous.coursework.
for.some.students.at.Carlsbad.High.School,.they.asserted.that.
with.improved.support.they.could.successfully.complete.a.
college-prep.curriculum.and.wanted.the.opportunity.to.do.
so..Parents.acknowledged.that.for.all.students.to.succeed,.
families.needed.to.become.more.involved,.but.they.said.they.
wanted.to.receive.more.and.better.information.from.district.
leaders.
Teachers.and.counselors.likewise.voiced.a.belief.both.in.
the.importance.of.a.college-prep.curricula.and.the.potential.
of.students.to.complete.more.rigorous.coursework..Through-
out.the.discussions,.both.groups.suggested.program.reforms.
that.would.foster.greater.student.access.and.success..Teachers.
in.particular.spoke.of.the.importance.of.upholding.consis-
tent.standards.for.rigorous.coursework,.and.said.they.already.
had.seen.increased.achievement.as.a.result.of.higher.expecta-
tions..They.also.recommended.ways.district.leaders.could.
vi The educaTion TrusT–wesT | carlSBad | March 2010
support.them.in.this.work,.including.offering.better.profes-
sional.development.
In.CUSD,.courageous.leaders.have.charted.a.course.for.
reform,.and.they.are.prepared.to.harness.the.collective.will.of.
teachers,.counselors,.students,.and.families..These.ambitious.
goals.and.policies.will.end.practices.that.have.underesti-
mated.and.underserved.students.
Where are We now: current Student achievement in cuSd
Before.CUSD.leaders.can.develop.an.action.plan.to.ensure.
all.students.complete.the.UC/CSU.A-G.course.sequence.as.
a.condition.of.graduation,.stakeholders.need.a.clear.sense.
of.how.students.currently.are.performing..The.Education.
Trust–West,.with.the.CUSD.data.team,.studied.transcripts.of.
Carlsbad.High.School.(CHS).seniors.as.well.as.publicly.avail-
able.data.to.gain.an.accurate.picture.of.how.students.fare.
Along.with.boasting.graduation.rates.significantly.higher.
than.the.state.average,.CUSD.also.has.more.students.gradu-
ating.ready.for.college.and.a.career..Across.California,.80.
percent.of.the.Class.of.2008.graduated.within.four.years;.in.
CUSD,.90.percent.did.so..According.to.self-reported.data.
from.districts.across.California,.34.percent.of.all.students.
graduated.having.met.the.full.A-G.requirements.for.UC/CSU.
admission..In.CUSD,.more.than.half.(52.percent).did.so.in.
2008;.these.rates.have.remained.fairly.steady.over.the.past.
five.years.(see Figure 1)..
Although.this.is.an.impressive.track.record,.there.are.still.
areas.where.the.district.can.improve..For.example,.when.A-G.
graduation.rates.are.disaggregated.by.ethnicity,.it.is.clear.that.
significant.gaps.remain.(see Figure 2)..
These.rates.of.A-G.completion.represent.lower.success.
rates.for.some.CHS.students,.especially.Latino.students..
Consequently,.additional.work.remains.to.improve.access.to.
and.achievement.in.a.rigorous.high.school.curriculum.for.
all.students..The.good.news.is.that.CUSD.has.built.a.strong.
foundation.for.its.continuing.efforts..Becoming.a.world-class.
district.is.possible,.provided.all.stakeholders.are.willing.to.
sustain.these.reform.efforts..
Many.stakeholders.pointed.to.the.success.of.the.AvID.
program..Carlsbad.High.School.is.a.demonstration.site.for.
the.Advancement.via.Individual.Determination.(AvID).
program..Students.are.typically.selected.in.middle.school,.
provided.they.meet.the.AvID.program.criteria.(middle.grade.
point.average.along.with.free/reduced.price.lunch.eligibility,.
first-generation.college-going.status,.and/or.ethnicity)..The.
Figure 1: college-ready Graduates at carlsbad high School – more than half of students graduate having completed the a-G course sequence.
0
20
40
60
80
100
Perc
ent
Source: California Department of Education.
2003-04 2005-062004-05 2007-08*2006-07
*2007-08 Data adjusted - see Appendix C
5559 56 58
26
Figure 2: a-G Graduation rates by student subgroup: Significant gaps exist between latino students their white peers.
0
20
40
60
80
100Pe
rcen
t
2003-04 2005-062004-05 2007-082006-07
Source: Califnornia Department of Education.
Latino White
39
61
41
63
35
60 63
41
29
14
The educaTion TrusT–wesT | carlSBad | March 2010 vii
program.consists.of.up.to.four.years.of.a.year-long.course,.
culminating.in.a.senior.seminar..All.ninth-grade.AvID.stu-
dents.are.enrolled.in.English.9.Honors,.and.all.are.encour-
aged.to.enroll.in.Advanced.Placement.U.S..History.during.
eleventh.grade..The.AvID.program’s.focus.on.preparing.stu-
dents.for.postsecondary.success.is.producing.positive.results.
for.its.participants..More.than.two-thirds.of.these.students.
achieved.success.in.the.UC/CSU.A-G.course.sequence,.a.
higher.rate.than.the.overall.student.population..This.success.
rate.suggests.the.program.should.be.developed.more.fully.at.
CHS,.either.by.enrolling.more.students.or.expanding.AvID’s.
principles.to.schoolwide.instructional.and.study.strategies.
coming up Short: chokepoints and Barriers to college and career readiness
The.comprehensive.transcript.and.master-schedule.analy-
sis.revealed.several.conditions.and.institutional.practices.that.
impede.student.access.to.a.rigorous.college-prep.high.school.
curriculum,.the.UC/CSU.A-G.course.sequence..
Graduation requirements:.The.greatest.barrier.to.
increasing.the.proportion.of.students.who.graduate.ready.for.
college.is.the.gap.between.the.UC/CSU.A-G.course.sequence.
and.current.CUSD.graduation.requirements..
In.English,.the.A-G.requirements.stipulate.that.students.
must.complete.four.years.of.college-preparatory.English.
courses..CUSD.students.currently.must.complete.four.years.
of.English.but.can.meet.the.CHS.graduation.requirement.by.
passing.courses.with.a.D.grade,.or.by.enrolling.in.courses.
that.are.not.considered.college.preparatory.by.UC/CSU..In.
mathematics,.the.A-G.requirements.call.for.three.years.of.
coursework.through.Algebra.2;.CUSD.requires.three.years.of.
math,.through.geometry..In.science,.the.A-G.requirements.
are.two.years.of.laboratory.science,.including.biology.and.
either.chemistry.or.physics;.CUSD.also.requires.two.years,.
but.students.may.satisfy.the.graduation.requirements.with.
courses.that.are.not.lab-based.or.college-prep..For.world.
language,.the.A-G.course.sequence.requires.two.years.of.
study;.CUSD.requires.either.one.year.of.a.world.language.or.
a.visual.or.performing-arts.course.
Because.students.can.satisfy.the.district’s.graduation.
requirements.without.completing.the.UC/CSU.A-G.course.
sequence,.many.students.attend.high.school.without.under-
taking.a.rigorous.college.and.career.prep.sequence.in.which.
they.may.otherwise.succeed.
vii i The educaTion TrusT–wesT | carlSBad | March 2010
Course-takinG patterns:.The.master.schedule.is.the.
foundation.for.teaching.and.learning..Although.CUSD.offers.
a.wide.variety.of.courses.that.qualify.as.college.preparatory,.
as.determined.by.the.University.of.California.Office.of.the.
President.(UCOP),.not.all.CHS.students.are.able.to.access.
these.courses..Students.lack.access.for.a.variety.of.reasons,.
including.scheduling.conflicts.and.course-enrollment.poli-
cies.that.require.a.certain.GPA.or.other.prerequisites..The.
ETW.transcript.analysis.found.that.approximately.two-thirds.
of.CHS.students.from.the.Class.of.2009.had.full.access.to.the.
15-course.A-G.sequence.within.the.regular.six-period.school.
day.and.summer.school..
Although.it.is.positive.that.a.significant.portion.of.CHS.
students.have.access.to.the.full.A-G.course.sequence,.a.
troubling.gap.between.student.subgroups.lies.beneath.that.
average..African-American.and.Latino.students.are.provided.
access.to.the.full.A-G.sequence.at.much.lower.rates.than.their.
Asian.and.white.counterparts..In.fact,.fewer.than.half.of.all.
Latino.students.enroll.in.the.courses.necessary.for.UC/CSU.
eligibility,.compared.with.almost.three-quarters.of.white.
students.(see Figure 3)..For.CHS.to.provide.an.equitable.
education.to.all.students,.this.disparity.must.be.addressed.
immediately..
Carlsbad.High.School.offers.an.impressive.array.of.courses.
that.provide.students.with.exposure.to.a.college.and.career-
readiness.curriculum..Indeed,.three-quarters.of.all.regular.
education.courses.meet.the.UC/CSU.admission.standards.
(see Figure 4).
Along.with.enrolling.in.and.completing.the.necessary.
coursework.for.UC/CSU.admission,.students.also.increase.
their.chances.of.graduating.ready.for.college.and.a.career.
by.enrolling.in.the.most.rigorous.courses.possible..Typi-
cally,.these.courses.come.in.the.form.of.honors.or.Advanced.
Placement.(AP).courses..Carlsbad.High.School.offers.18.AP.
courses.and.11.honors.courses.to.provide.additional.oppor-
tunities.for.CHS.students.to.challenge.themselves.academi-
cally..
Unfortunately,.gaps.similar.to.those.within.A-G.access.
and.success.rates.and.their.enrollment.in.AP.and.honors.
courses.exist.among.student.groups..Specifically,.Latino.and.
African-American.students.enroll.at.much.lower.rates.than.
the.school.average.and.compared.with.their.white.and.Asian.
peers.In.fact,.African.American.and.Latino.students.complete.
only.half.as.many.AP/Honors.courses.as.the.school.average,.
and.even.less.than.half.as.compared.to.their.white.peers.(see
Figure 5).
Figure 3: access to college and career-readiness curriculum by ethnicity. african american and latino students access the full sequence of courses necessary for college admission at significantly lower rates than their white and asian peers.
0
20
40
60
80
100
Perc
ent
Source: Ed Trust–West analysis of Carlsbad High School transcript data.
Access No Access
African American Asian WhiteLatino
50
50
55
45
27
73
28
72
Figure 4: percentage of courses at carlsbad high School meeting the uc/cSu a-G requirements – three-quarters of all regular education courses are college-preparatory.
0
20
40
60
80
100
Perc
ent
Source: Ed Trust-West analysis of Carlsbad High School 2009-10 Master Schedule.
ASocial
Studies
CMath
BEnglish
EWorld
Language
DScience
9488
84
94100
90
35
76
FVAPA
Total (w/ Spec Ed, no PE)
GElectives
Figure 5: average number of ap and honors courses taken by class of 2009. african american and latino students enroll in far fewer courses than the school average and compared with their white and asian counterparts.
0
20
40
60
80
100
Perc
ent
0
4
6
8
21
3
5
7
Source: Ed Trust–West analysis of Carlsbad High School transcript data.
3.61
1.80 1.84
7.35
4.023.58
All AfricanAmerican
Latino Asian White Other
The educaTion TrusT–wesT | carlSBad | March 2010 ix
In.addition.to.examining.college-ready.graduation.rates,.
understanding.how.prepared.students.are.to.enter.into.
credit-bearing.coursework.in.college.helps.to.assess.the.cur-
rent.levels.of.preparation.students.are.receiving.at.CHS..The.
Early.Assessment.Program.(EAP).provides.eleventh-graders.
with.an.opportunity.to.pinpoint.their.level.of.preparation.for.
college-level.coursework.and.to.take.steps.to.improve.their.
skills.before.enrolling.in.college.
EAP.results.show.that.too.few.CHS.students.are.prepared.
for.college-level.English..In.2008-09,.only.one.quarter.of.all.
eleventh-graders.were.deemed.ready.for.college-level.work..
Further,.a.significant.gap.in.performance.emerges.between.
the.results.of.white.students.and.Latino.students,.the.two.
largest.student.groups..While.only.29.percent.of.white.stu-
dents.achieved.readiness,.Latino.students.are.meeting.this.
benchmark.at.even.lower.rates,.with.only.17.percent.deemed.
ready.(see Figure 6).
The.results.of.the.EAP.Math.tests.for.Algebra.2.and.Sum-
mative.Math.(for.students.enrolled.in.a.math.course.higher.
than.Algebra.2.during.eleventh.grade).show.that.few.CHS.
students.are.prepared.for.college-level.mathematics..Overall,.
less.than.half.(43.percent).of.the.students.tested.achieved.
readiness.(see Figure 7).
. Examination.of.the.participation.rates.for.the.two.
math.tests.demonstrates.that.not.all.students.are.eligible.to.
complete.the.EAP,.based.upon.their.eleventh.grade.math.
enrollment..As.Figure 8.demonstrates,.African.American.and.
Latino.students.are.underrepresented.in.both.exams,.with.a.
particularly.low.rate.for.Latino.students.on.the.Summative.
Math.exam..
additional BarriersLow Grades:.Across.subject.areas,.low.grades.limit.
students’.ability.to.complete.a.college-preparatory.course.of.
study..The.UC/CSU.A-G.requirements.mandate.a.minimum.
grade.of.C.in.all.A-G.courses,.but.district.policies.consider.
D.a.passing.grade.for.credit..A.student.earning.a.D.therefore.
may.satisfy.CUSD.requirements.and.move.on.to.a.higher.
level.course.but.fail.to.fulfill.the.UC/CSU.requirements.for.
that.course..
enGLish-LanGuaGe Learners:.A.disheartening.fact.is.
that.English-language.learners.(ELLs).have.the.lowest.rate.of.
A-G.completion.of.all.CHS.students;.in.fact,.no.ELL.student.
was.able.to.complete.the.A-G.requirements..Although.the.
percentage.of.ELL.students.in.the.Class.of.2009.is.small,.this.
is.an.important.group.of.students.with.unique.needs,.and.
Figure 6: 2009 Early assessment program Ela results. Fewer than three in ten chS eleventh-graders are ready for college-level work in English.
0
20
40
60
80
100
Perc
ent
Total WhiteLatino
71
28
83
17
69
29
Source: California State University Early Assessment Program
Ready Not Ready
Figure 7: 2009 Eap total math results. only one in five chS students is ready for college-level work in the eleventh grade, with significant differences in readiness between student groups.
0
20
40
60
80
100
Perc
ent
Source: California State University Early Assessment Program.
Ready Ready-Conditional Not Ready
Total WhiteLatino
38
41
20
40
45
13
13
28
59
39
18
43
Asian
Figure 8: 2009 Eap math exam participation. african american and latino students are less likely to be eligible to complete the exam in eleventh grade.
0
20
40
60
80
100
Perc
ent
Source: California State University Early Assessment Program.
African American Latino Asian White Other
Algebra 2 (227 students) Summative Math (243 students)
72
3
1
7
17
70
12
1
4
13
x The educaTion TrusT–wesT | carlSBad | March 2010
they.require.additional.support.to.succeed.in.college-prepa-
ratory.courses..To.provide.equitable.opportunities,.school.
officials.will.need.to.examine.their.course-taking.patterns..
What’s next: removing Barriers and improving access
The.findings.of.the.Educational.Opportunity.Audit.(EOA).
serve.as.a.baseline.for.developing.the.“Blueprint.for.Imple-
mentation.of.the.College-Ready.and.Career-Ready.Curricu-
lum”.for.all.students..The.blueprint.is.the.action.plan.that.
will.detail.the.steps.necessary.to.transform.current.course-
taking.patterns.so.that.all.students.can.enroll.in.the.full.
complement.of.A-G.courses.
As.CUSD.enters.this.next.critical.phase,.district.leaders.
will.need.to.undertake.and.address.eight.key.priorities.
1.. ChanGe Cusd Graduation rates to aLiGn
with the uC/Csu a-G Course sequenCe..Of.all.
the.chokepoints.and.barriers.to.college.and.career.readi-
ness,.the.most.salient.is.the.gap.between.the.courses.
CUSD.requires.for.graduation.and.the.courses.required.
for.admission.to.California’s.two.public.university.
systems..Research.and.the.experience.of.high-performing.
schools.across.the.state.confirm.that.student.perfor-
mance.will.conform.to.the.level.of.adult.expectations..
To.prepare.all.students.for.college.and.a.career,.CUSD.
leaders.must.require.rigorous.coursework.for.all.students.
and.improve.access.to.these.courses.for.all.students..As.
part.of.this.alignment,.courses.which.are.not.UCOP-
approved,.such.as.Oceans.and.Senior.English,.must.
either.be.eliminated.or.re-designed.to.be.approved.as.
college.preparatory.
2.. deveLop earLy warninG systems to identify
struGGLinG students as soon as possibLe..
The.initiative.to.prepare.all.students.for.college.and.
a.career.cannot.succeed.as.a.uniquely.high.school.
endeavor..Educators.from.preschool.through.eighth.
grade.must.also.raise.their.expectations.and.the.rigor.
of.their.assignments,.and.CUSD.leaders.must.develop.
systems.to.identify.struggling.students.before.they.reach.
high.school..This.may.entail.improved.and.systemic.
articulation.between.middle.and.high.school.teachers,.
increased.communication,.and.additional.opportunities.
for.professional.development..Utilizing.results.from.for-
mative.assessments.and.CSTs.will.help.identify.problem.
areas.for.students,.and.guide.targeted.and.timely.inter-
ventions..Given.the.relatively.small.size.of.the.district,.
such.coordinated.efforts.should.be.possible.
3.. impLement effeCtive student supports..Some.
students.will.require.more.support.to.succeed.in.the.UC/
CSU.A-G.course.sequence..These.supports.may.include.
shadow.classes,.targeted.use.of.zero.and.seventh-period.
courses,.and.formal.tutoring.led.by.credentialed.teach-
ers..Current.tutoring.is.anecdotally.successful,.and.could.
be.more.effective.with.strategically.selected.teachers.with.
track.records.of.improving.student.achievement..Equally.
important.to.offering.such.supports.is.the.need.to.moni-
tor.and.evaluate.such.programs.for.their.effectiveness.
and.impact.on.student.achievement.
4.. provide teaChers and CounseLors with sus-
tained and meaninGfuL professionaL deveL-
opment..Teachers.agree.that.instructional.rigor.must.
remain.a.districtwide.commitment.at.the.elementary.
and.secondary.levels..Indeed,.as.CUSD.institutes.a.more.
rigorous.high.school.curriculum,.teacher.support.will.be.
essential..Teachers.should.have.input.in.selecting.high-
quality.professional.development..In.addition,.coun-
selors.must.be.included.in.high.school.reform.efforts.
and.provided.with.relevant,.differentiated.professional.
development.that.allows.them.to.offer.students.high-
quality.counseling.services..The.district’s.professional.
development.plan.must.be.monitored.for.its.effective-
ness.in.improving.student.achievement..
5.. improve the eLL instruCtionaL proGram..ELL.
students.currently.are.not.completing.the.UC/CSU.A-G.
course.sequence..This.is.due.in.part.to.lack.of.“sheltered”.
course.offerings,.which.would.provide.students.with.
rigorous.coursework.in.their.native.language..CUSD.
leaders.must.analyze.the.instructional.program.for.ELLs.
to.accelerate.their.progress.in.pursuing.a.college.and.
career-preparatory.curriculum..While.the.small.popu-
lation.of.ELL.students.at.CHS.may.limit.the.ability.to.
offer.sheltered.courses.in.all.subject.areas,.adding.some.
additional.sheltered.courses.for.these.students.will.still.
prove.beneficial.
6.. deveLop an effeCtive Community outreaCh
strateGy..CUSD.families.want.students.to.leave.high.
The educaTion TrusT–wesT | carlSBad | March 2010 xi
school.prepared.for.college.and.a.career..They.also.
believe.that.all.students.should.follow.the.UC/CSU.A-G.
course.sequence.to.make.this.a.reality..CUSD.lead-
ers.must.improve.communication.with.families.and.
community.organizations,.particularly.regarding.the.
details.and.importance.of.the.A-G.course.sequence..This.
outreach.should.involve.the.community.early.in.the.pro-
cess.of.developing.any.new.policy.and.provide.critical.
information.in.Spanish.and.other.languages.
7.. prioritize resourCes that enabLe reform..
California.is.experiencing.an.unprecedented.fiscal.crisis,.
and.the.state.has.asked.schools.and.districts.to.bear.an.
especially.large.proportion.of.the.budget.shortfall..Thus,.
districts.must.be.particularly.thoughtful.about.resource.
allocation,.investing.in.the.reform.efforts.that.maximize.
benefits.for.students..Streamlining.processes,.eliminat-
ing.ineffective.programs,.and.committing.stimulus.funds.
to.the.goal.of.a.college.and.career-ready.curriculum.for.
all.students.will.allow.the.district.to.continue.its.reform.
efforts.even.in.the.face.of.financial.hardship..Effective.
reform.will.cost.plenty,.but.delay.will.prove.even.more.
costly.
xii The educaTion TrusT–wesT | carlSBad | March 2010
The educaTion TrusT–wesT | carlSBad | March 2010 1
the carlsbad Educational opportunity audit (Eoa)i. collEGE and carEEr-rEady curriculum:
rationalE and rElEvancEThe.tide.of.education.reform.continues.to.gather.strength,.
as.President.Barack.Obama.calls.for.higher.achievement.
for.all.students.and.closing.persistent.achievement.gaps..
Although.these.are.difficult.goals.to.accomplish,.achieving.
them.is.crucial—and.possible..Across.the.educational.land-
scape,.the.conditions.are.ripe.for.change.
The.unparalleled.federal.investment.in.education.reform.
through.the.Race.to.the.Top.grants.has.provided.unprec-
edented.opportunities.for.major.changes.to.education.policy.
and.the.practice.of.educating.students..The.Department.
of.Education’s.determination.to.harness.the.possibility.of.
such.a.climate.signals.a.federal.commitment.to.providing.
schools.with.the.resources.necessary.to.improve.both.policy.
and.practice.in.education..Additionally,.educators.across.
the.nation.now.recognize.that.with.the.reauthorization.of.
Elementary.and.Secondary.Education.Act.drawing.closer,.
the.goal.of.raising.student.achievement,.particularly.in.high.
schools.the.distinction.between.a.student.being.“college.
ready”.and.“work.ready”.no.longer.is.irrelevant..Today,.every.
young.person.must.possess.the.knowledge.and.problem-
solving.capabilities.that.once.were.expected.only.of.a.select.
few..Thus,.it.no.longer.is.acceptable.to.prepare.some.young.
people.for.college.and.others.for.careers..In.today’s.world,.all.
students.need.the.same.preparation.1
Nationally,.President.Obama’s.American.Graduation.
Initiative.seeks.to.bring.America.back.to.international.
preeminence.by.2020.in.the.proportion.of.college.gradu-
ates..In.introducing.this.initiative,.the.president.said.the.
shifting.labor.market.in.the.United.States.requires.workers.
to.have.higher.levels.of.analytical.and.collaborative.skills.2.
These.skills.are.precisely.what.students.must.develop.in.high.
school.to.help.move.the.country.toward.this.laudable.goal.
In.California,.the.fastest.growing.sectors.employing.the.
most.workers—health.care,.social.services,.computer.science,.
and.education—hire.substantial.percentages.of.employees.
with.college.degrees..Other.sectors,.such.as.business,.arts.and.
design,.personal.care,.and.transportation.have.dramatically.
increased.their.proportion.of.college-educated.workers.and.
are.projected.to.employ.greater.numbers.of.workers.with.
bachelor’s.degrees.3.Even.jobs.once.thought.of.as.“nonaca-
demic”.demand.a.rigorous.academic.foundation..Automo-
tive.technicians,.plumbers,.manufacturers,.and.the.building.
trades.require.“college.track”.levels.of.physics.and.mathemat-
ical.ability,.not.to.mention.strong.English.literacy.4.
The.economy.has.changed,.and.schools.must.change.
accordingly..All.students.must.have.access.to.a.rigorous,.
high-level.curriculum.and.develop.the.knowledge,.critical.
thinking,.and.problem-solving.skills.that.are.essential.both.
to.postsecondary.work.and.to.a.living-wage.career.
Translating.these.principles.into.standards.and.tangible.
academic.programs.may.be.a.demanding.process,.but.it.is.far.
from.impossible..California.is.not.alone,.and.the.state.can.
look.to.other.states.for.guidance..In.January.2008,.Califor-
nia.joined.35.states.that.have.signed.on.to.the.American.
Diploma.Project.(ADP),.an.initiative.aligning.high.school.
standards.with.the.demands.of.college.and.careers..In.so.
doing,.California’s.education.community—including.the.
governor’s.office,.the.California.Department.of.Education,.
business.leaders,.the.two.state.university.systems,.and.a.coali-
tion.of.community.colleges—pledged.to.work.together.to.
raise.the.value.of.a.high.school.diploma..This.multiyear.pro-
cess.entails.increasing.curricular.rigor,.improving.the.quality.
of.assessments,.and.aligning.the.expectations.of.high.school.
with.expectations.for.college.and.career.readiness.
The.UC/CSU.A-G.course.requirements.contain.the.rigor.
high.school.students.need..These.requirements.represent.
both.an.ambitious.target.and.a.navigable.path.to.raise.
expectations.and.outcomes.for.all.California.students..For.
California.to.remain.economically.competitive,.this.college-
prep.course.sequence—which.only.34.percent.of.students.
statewide.successfully.completed.in.2008—must.become.the.
default.curriculum.and.minimum.graduation.requirement.
for.all.high.school.students..Across.the.state,.visionary.district.
leaders.have.begun.to.take.the.steps.necessary.to.make.the.
2 The educaTion TrusT–wesT | carlSBad | March 2010
UC/CSU.A-G.course.sequence.available.to.all.students.
California.faces.a.daunting.array.of.challenges..Clearly,.
a.highly.educated,.highly.skilled.workface.remains.central.
to.our.ability.to.grow.our.economy.and.our.standing.on.
the.world.stage..It.is.therefore.inexplicable.that.we.are.still.
debating.whether.to.teach.our.children.to.the.highest.levels.
of.academic.rigor..Now.that.we.have.adopted.exacting.state.
standards,.we.must.elevate.high.school.graduation.require-
ments.to.ensure.that.all.California.students.graduate.ready.
for.college.and.a.career.
ii. carlSBad uniFiEd School diStrict’S commitmEnt to rEForm: thE road to riGor
In.an.effort.to.become.a.truly.world-class.school.district,.
Carlsbad.Unified.School.District.has.been.working.diligently.
to.improve.educational.outcomes.for.all.students..As.a.key.
step.in.bringing.this.ambitious.goal.to.fruition,.CUSD’s.
superintendent.and.school.board.in.fall.2008.asked.ETW.to.
analyze.the.educational.experiences.of.CUSD.students..
The.school.board.affirmed.its.belief.that.all.students.
should.be.prepared.for.college.and.a.career.by.passing.
Resolution.#50-0809.on.May.13,.2009.(see.Appendix.A)..
This.resolution.aimed.to.create.educational.equity.and.help.
prepare.all.Carlsbad.graduates.for.success.in.college.and.a.
career..With.this.commitment,.CUSD.is.leading.the.charge.
for.equitable.access.and.success.for.California’s.most.histori-
cally.underserved.students.
progressOne.way.to.measure.the.district’s.progress.thus.far.is.to.
examine.current.expectations.for.students.to.graduate.from.
high.school..How.do.current.CUSD.graduation.requirements.
compare.with.college.admissions.requirements?.CUSD.
requires.students.to.earn.240.credits.(with.credit.require-
ments.in.each.subject.area),.pass.the.California.High.School.
Exit.Exam.(CAHSEE),.pass.Algebra.I.and.geometry,.complete.
at.least.20.hours.of.community.service,.and.maintain.a.
grade-point.average.of.1.50.or.higher..
Currently,.CUSD.graduation.requirements.do.not.align.with.
the.UC/CSU.A-G.course.requirements..This.means.that.not.all.
Carlsbad.High.School.students.graduate.with.a.diploma.prepar-
ing.them.for.college.and.career.success..Table 1.demonstrates.
that.students.can.fulfill.CUSD.graduation.requirements.and.
meet.many,.but.not.all,.of.the.15.A-G.course.requirements..
The.changes.necessary.to.align.the.CUSD.graduation.require-
ments.with.the.UC/CSU.sequence.are.fairly.minimal..Students.
graduating.from.CUSD.must.complete.three.years.of.mathemat-
ics.through.geometry;.to.meet.UC/CSU.eligibility,.students.
must.take.Algebra.II..Carlsbad.currently.requires.two.years.of.
science,.one.biological.and.one.physical;.for.UC/CSU.eligibility,.
students.would.need.to.complete.these.two.lab-science.credits.
through.classes.approved.by.the.UCOP.as.college.preparatory..
Additionally,.CUSD.students.have.the.option.of.completing.
either.one.year.of.a.world.language.or.one.year.of.a.fine-arts.
course..To.meet.UC/CSU.eligibility,.students.would.need.to.
complete.both.one.year.of.a.visual.and.performing-arts.course.
The educaTion TrusT–wesT | carlSBad | March 2010 3
and.two.years.of.the.same.world.language.course.(see Table 1)..
subject Area 2009 CUsD Graduation Requirements
UC/sCU A-G Requirements
Changes to Align CUsD Gradu-ation Requirements with A-G
requirements
a.SocialStudies WorldHistory/Geography.......10credits
USHistory.......10credits
USGovernment/Economics......10credits
College-PrepWorldHistory/Cultures/Geo-graphy.............10credits
College-PrepU.S.History/Government....10credits
SocialStudies30credits
(nochanges)
b.EnglishLanguageArts English............40credits College-PrepEnglish/
LanguageArts40credits
English............40credits
(nochanges)
c.Mathematics Mathematics(includingAlgebraI&throughatleastGeometry)......30credits
College-PrepElementaryAlgebra...........10credits
College-PrepGeometry........10credits
College-PrepIntermediateAlgebraII........10credits
Math................30credits(includingAlgebraI,Geometry,andAlgebraII)
d.Sciences Science(includingbiologyandaphysicalscience)...........20credits
College-PrepBiologyorChemistryorPhysics.......20credits
Science............20credits
(College-Preplabsciences)
e.WorldLanguage Worldlanguage(orAmericanSignLanguage)ORVisual/PerformingArts..................10credits
SameCollege-PrepWorldLanguage........20credits
WorldLanguage........20credits(10additionalcredits)
f.VisualPerformingArts Visual/PerformingArts...................0credits
College-PrepVisualPerformingArts..................10credits
Visual/PerformingArts..................10credits(required)
g.Electives Electives..........90credits College-PrepElective...........10credits
Electives..........70credits
h.PhysicalEducation PhysicalEducation........20credits
None PhysicalEducation........40credits(beginningClassof2011)
i. RequiredTesting PassingtheCAHSEE SATreasoningorACTwithwritingandSATSubjectexam
PassingtheCAHSEE
j. Other 20hourscommunityservice
20hourscommunityservice
Total 240credits 150credits 240credits
table 1: cuSd Graduation requirements, uc/cSu a-G course requirements, and Suggested changes for alignment
Source: Ed Trust–West Analysis of CUSD graduation requirements.
4 The educaTion TrusT–wesT | carlSBad | March 2010
iii. audit componEnt #1: ExamininG StudEnt pErFormancE trEndS
ETW.examined.publicly.available.student-achievement.
data.to.uncover.trends.within.the.district..The.goal.was.to.
determine.whether.students.graduate.in.four.years.with.a.
meaningful.high.school.diploma,.prepared.for.college.and.
career..ETW.analyzed.enrollment.and.student.achievement.
data,.focusing.on.the.California.Standards.Tests.(CSTs),.Aca-
demic.Performance.Index.(API),.UC/CSU.A-G.requirement.
completion.rates,.Advanced.Placement.(AP).exams.results,.
Early.Assessment.Program.(EAP).results,.and.graduation.and.
dropout.rates..Finally,.ETW.disaggregated.all.data.to.deter-
mine.the.achievement.levels.of.significant.student.subgroups.
The.trends.and.patterns.uncovered.during.the.data.analy-
sis.deepened.ETW’s.understanding.of.students’.educational.
experiences..ETW.was.able.to.observe.growth.in.student.
achievement.and.learn.whether.achievement.gaps.narrowed.
or.widened.during.the.period.studied..As.schools.become.
increasingly.accountable.for.the.academic.achievement.of.
all.students,.school.and.district.leaders.similarly.can.use.
student-performance.data.to.find.out.which.subgroups.are.
doing.well.and.which.need.more.support.
Findings of Student performance trends
enrollmentDisaggregating.student-achievement.data.by.ethnicity.
provides.insight.into.the.achievement.levels.of.all.significant.
subgroups..Figure 1.shows.the.ethnic.composition.of.both.
CUSD.and.CHS.for.the.2008-09.school.year..Two.other.
significant.subgroups.for.CUSD.include.special.education.
students.(10.percent.of.enrollment).and.English-language.
learners.(9.percent)..Enrollment.at.Carlsbad.High.School.
resembles.that.of.the.district.as.a.whole,.with.slightly.more.
white.students.and.fewer.Asian.students..Special.education.
students.represent.10.percent.of.the.CHS.enrollment,.and.
approximately.5.percent.of.the.high.school.students.are.
English-language.learners.
CUSD’s.dropout.rate.of.less.than.1.percent.compares.
favorably.with.California’s.5.percent.rate..
student achievement—state accountabilityCalifornia.uses.the.Academic.Performance.Index.(API).to.
measure.the.academic.performance.and.growth.of.schools.
on.a.variety.of.measures..The.major.components.of.this.
accountability.model.include.the.California.Standards.Tests.
Figure 1: carlsbad unified School district & carlsbad high School 2008-09 enrollment by ethnicity. cuSd serves a diverse student population.
0
20
40
60
80
100
Perc
ent
2
23
6
60
92
21
5
64
8
Source: California Department of Education.
African American Latino Asian White Other
CUSD CHS
Figure 2: on the rise over the past six years, Growth apis for carlsbad unified and carlsbad high School top statewide averages.
0
20
40
60
80
100Pe
rcen
t
500
600
700
800
900
400
810
770
819
768
828
775
831
775
846
806
702
858
813
713
Source: California Department of Education.
Carlsbad High CUSD CA (9-11)
20052004 20072006 20092008
Figure 3: Five-year Growth api trends by ethnic group - the gap between latino and white students remains apparent, in spite of fairly steady growth by both student groups.
0
20
40
60
80
100
Perc
ent
500
600
700
800
900
400
830
Source: California Department of Education.
Latino White
834
725
2005 20072006 20092008
678
801
673
801
684714
794
The educaTion TrusT–wesT | carlSBad | March 2010 5
(CSTs).and.the.California.High.School.Exit.Exam.(CAHSEE)..
CUSD’s.2009.growth.API.is.858..Carlsbad.High.School’s.
Growth.API.is.813..This.score.is.significantly.higher.than.the.
state.API.for.grades.9.through.11.(see Figure 2).
While.Carlsbad.High.School’s.overall.Growth.API.is.
above.the.state.average,.disaggregating.the.data.by.significant.
subgroups.shows.large.gaps.in.performance.between.stu-
dent.groups..In.particular,.the.gap.between.Latino.and.white.
students.is.cause.for.some.concern..The.Growth.API.for.both.
groups.has.been.increasing.over.time,.and.though.the.gap.
between.the.two.groups.has.diminished.over.the.past.five.
years,.it.has.closed.by.a.total.of.12.points.(see Figure 3)..
Another.concern.at.CHS.is.the.recent.drop.in.API.growth.
for.English-language.learners.and.low-income.students.(see
Figure 4)..While.economically.disadvantaged.students.have.
seen.an.improvement.in.their.API.growth.scores.over.the.past.
several.years,.existing.gaps.are.troubling.in.any.form,.but.
growing.or.remaining.gaps.demonstrate.the.school’s.need.to.
focus.on.providing.high-quality.education.for.all.students,.
with.particular.focus.on.historically.underserved.groups.
california standards Tests (csTs)The.CSTs.administered.in.spring.of.each.school.year.to.
students.in.grades.2-11.measure.student.proficiency.on.state.
standards..All.students.take.tests.in.English.language.arts.
(ELA).and.mathematics..In.addition,.schools.administer.tests.
in.science.and.social.studies..Figures.5-11.survey.the.perfor-
mance.of.Carlsbad.High.School.students.on.the.ELA.and.math.
portions.of.the.CST..Figure 5.shows.that.in.ninth.grade.almost.
three-quarters.of.CHS.students.scored.proficient.or.higher.in.
ELA..For.tenth.and.eleventh-grade.students,.this.rate.drops.
slightly,.by.four.and.nine.percentage.points,.respectively..
The.proficiency.rates.for.CHS.students.are.much.higher.
than.those.of.California.overall..Indeed,.only.half.of.the.
state’s.ninth-graders.and.only.35.percent.of.eleventh-graders.
reached.that.proficiency.benchmark..
Although.these.comparisons.show.how.well.CHS.is.prepar-
ing.some.students.for.state.assessments,.further.examination.
of.the.data.suggests.that.much.work.remains.to.promote.high.
achievement.for.all.students..Disaggregating.the.ELA.results.by.
significant.subgroup.demonstrates.a.clear.achievement.gap.at.
CHS..The.gap.between.Latino.students,.on.the.one.hand,.and.
white.and.Asian.students,.on.the.other,.is.large..Gaps.among.
ninth-grade.students.are.particularly.troubling,.with.fewer.
than.half.of.Latino.students.reaching.proficiency,.compared.
with.80.percent.of.white.students.(see Figure 6).
Figure 4: api Growth for student subgroups compared with chS – English- language learners, poor students, and special education students continue struggling to achieve at high levels equal to their peers.
0
20
40
60
80
100
Perc
ent
500
600
700
800
900
400
638
775768
637
775
653
644644
806
712
640
813
704
627
Source: California Department of Education.
2005 20072006 20092008
768
538569
620
568
English-language Learners Economically Disadvantaged
Carlsbad High Special Education
Figure 5: 2009 cSt Ela results - approximately seven out of ten ninth-grade students achieve proficiency in English language arts, with slightly smaller rates of tenth and eleventh graders reaching Ela proficiency.
0
20
40
60
80
100
Perc
ent
Source: California Department of Education.
Proficient/Advanced Basic Below Basic/Far Below Basic
9
18
72
12
21
68
16
21
63
9th 11th10th
Figure 6: carlsbad high School 2009 cSt Ela proficiency levels by subgroup – latino students achieve proficiency at lower rates than white students by large margins.
0
20
40
60
80
100
Perc
ent
Source: California Department of Education.
Latino White
9th 11th10th
48
80
41
76
51
66
6 The educaTion TrusT–wesT | carlSBad | March 2010
CST.results.in.math.demonstrate.again.that.CHS.ninth-
graders.are.surpassing.the.state.average,.which.stands.at.21.
percent.proficiency..The.data.from.Figure 7.shows.that.profi-
ciency.rates.for.tenth.and.eleventh-graders.are.much.lower..
Importantly,.a.large.percentage.of.students.complete.Alge-
bra.1.in.the.eighth.grade..In.the.past.four.years,.the.percent-
age.of.eighth-grade.students.completing.the.Algebra.1.CST.
test.overall.in.California.has.remained.fairly.steady..At.the.
same.time,.CUSD.has.increased.eighth-grade.participation.by.
22.percentage.points.(see Figure 8)..
CHS.students,.particularly.ninth-graders,.demonstrated.
high.rates.of.proficiency.in.Algebra.2.(see Figure 10)..This.is.
impressive,.as.students.who.complete.Algebra.2.are.more.
likely.to.be.eligible.for.college.admission..
However,.a.large.gap.remains.between.the.proficiency.
rates.in.math.of.Latino.students.as.compared.to.white.stu-
dents.(see Figure 11)..Further,.far.fewer.Latino.students.are.
enrolling.in.Algebra.2.compared.to.their.white.peers.
Figure 7: carlsbad high School 2008-09 cSt algebra 1 results – chS ninth graders perform higher than the state average, but still have much progress toward total proficiency.
0
20
40
60
80
100
Perc
ent
Source: California Department of Education.
Proficient/Advanced Basic Below Basic/Far Below Basic
24
40
36
72
21
8
75
19
6
9th 11th10th
Figure 8: cSt algebra 1 test-takers: cuSd has significantly increased its 8th grade students completing algebra 1.
0
20
40
60
80
100
Perc
ent
Source: California Department of Education.
CUSD CA
2006 20092008
33 3335
32
44
33
55
35
0
10
20
30
40
50
60
2007
Figure 9: cuSd 8th Grade algebra 1 cSt results 2005-09 – proficiency rates have remained high, as more students enroll in algebra in middle school.
0
20
40
60
80
100
Perc
ent
Source: California Department of Education.
Proficient/Advanced Basic Below Basic/Far Below Basic
2005 (287/824) 2007 (323/914)2006 (276/838) 2009 (652/1,188)2008 (455/1,030)
1
25
73
118
89
313
84
5
31
64
19
30
51
Figure 10: carlsbad high School 2009 cSt algebra 2 results – virtually all ninth grade students tested demonstrated proficiency.
0
20
40
60
80
100
Perc
ent
Source: California Department of Education.
Proficient/Advanced Basic Below Basic/Far Below Basic
3
97
12
29
60
62
37
13
9th 11th10th
Figure 11: 2009 cSt algebra 2 proficiency rates by student group. asian and white students are taking higher level math courses earlier than latino students.
0
20
40
60
80
100
Perc
ent
9th 11th10th
Source: California Department of Education.
Latino* Asian* White* Some data not available for this student group
95
56
94
60
913
The educaTion TrusT–wesT | carlSBad | March 2010 7
advanced placement (ap) testsAP.courses.provide.high.school.students.with.an.opportu-
nity.to.pursue.a.more.rigorous.course.of.study..CHS.provides.
a.large.number.of.AP.courses.to.students,.to.better.prepare.
them.for.college-level.work..Over.the.past.four.years,.CHS.
has.increased.not.only.the.amount.of.students.enrolling.in.
AP.Courses.and.taking.the.corresponding.test.by.over.sixty.
percent,.but.also.the.amount.of.students.passing.the.tests.
with.a.score.of.3.or.higher.by.over.fifty.percent.(see Figure
12)..Disaggregated.enrollment.data.is.unavailable.for.AP.
tests..ETW.transcript.analysis.did.uncover.some.differences.in.
enrollment.between.student.subgroups.(see.Audit.Compo-
nent.#2)..As.CHS.moves.toward.a.college.and.career.prepara-
tory.curriculum.for.all.students,.opening.enrollment.to.AP.
courses.to.all.students.will.serve.to.increase.these.participa-
tion.rates.at.even.higher.rates.
Graduation ratesAccurate.graduation.rates.are.unavailable.because.Califor-
nia.currently.lacks.a.statewide.longitudinal.data.system..Until.
this.is.an.option,.the.state.calculates.graduation.rates.using.
data.from.the.National.Center.for.Education.Statistics..As.Fig-
ure 13.shows,.CUSD’s.gradation.rate.is.almost.ten.percentage.
points.higher.than.California’s..
In.addition.to.examining.the.district’s.graduation.rates,.
ETW.reviewed.the.data.to.determine.how.many.graduates.
meet.the.more.rigorous.UC/CSU.A-G.requirements..Students.
who.meet.these.requirements.emerge.from.school.prepared.
for.college.and.a.career..Understanding.these.completion.
rates.helps.illuminate.the.level.of.preparation.provided.to.
some.Carlsbad.students.and.flags.areas.for.improvement..
The.A-G.graduation.rates.have.remained.fairly.steady.in.
CUSD.over.the.past.five.years,.with.more.than.half.of.all.high.
school.graduates.meeting.this.advanced.preparation.bench-
mark.(see Figure 14)..This.stands.in.stark.contrast.to.the.state.
average.of.37.percent.in.2008..Despite.Carlsbad’s.impressive.
A-G.participation,.much.progress.remains.to.achieve.the.
goal.of.college.and.career.readiness.for.all.the.district’s.high.
school.graduates.
Figure 12: ap test passage rates. chS has increased both the total number of students taking ap tests and the number passing with a score of 3 or higher.
0
20
40
60
80
100
Perc
ent
Source: California Department of Education.
Tests Taken Tests Passed
2005(367 students)
2008(587 students)
2007(475 students)
688
565
791
630
846
650
1,132
880
0
10
20
30
40
50
1200
2006(428 students)
0
200
400
600
800
1000
Figure 13: cuSd Graduation rates, 2003-2008: carlsbad students graduate a rate significantly higher than the state average.
0
20
40
60
80
100
Perc
ent
93
85
93
85
97
83
93
81
90
80
Source: California Department of Education.
CUSD California
2004-052003-04 2006-072005-06 2007-08
Figure 14: a-G graduation rates for chS and california - college and career readiness for carlsbad high School graduates occurs at a much higher rate.
0
20
40
60
80
100
Perc
ent
2003-04 2005-062004-05 2007-082006-07
Source: California Department of Education.
CHS California
55
38
59
39
56
40 39
58
38
26
8 The educaTion TrusT–wesT | carlSBad | March 2010
ETW.also.examined.college-readiness.graduation.rates.
by.ethnicity..Figure 15.demonstrates.that.though.Carlsbad.is.
achieving.higher.rates.of.college.readiness.than.many.other.
schools.and.districts.in.California,.gaps.still.exist.between.
student.groups,.particularly.between.Latinos.and.whites..The.
gap.between.these.two.groups.almost.exactly.mirrors.the.gap.
between.CHS.as.a.whole.and.California..The.A-G.graduation.
rate.in.2008-09,.as.reported.to.the.California.Department.
of.Education.(CDE),.was.incorrect.because.of.a.data-tagging.
issue.within.CUSD’s.student.information.system..This.
miscalculation.was.discovered.and.investigated..While.the.
number.could.not.be.resubmitted.to.CDE,.CUSD.internally.
reports.that.52.9.percent.of.all.CHS.graduates.met.the.full.
A-G.course.sequence.upon.graduation.
Early assessment programTo.help.high.schools.better.assess.the.current.level.of.
preparation.of.eleventh-graders,.the.CSU.system,.the.Califor-
nia.Department.of.Education,.and.the.California.State.Board.
of.Education.have.created.an.Early.Assessment.Program.
(EAP)..The.EAP.provides.eleventh-graders.with.an.opportu-
nity.to.pinpoint.their.level.of.preparation.for.college-level.
coursework.and.to.take.steps.to.improve.their.skills.before.
enrolling.in.college.
Based.upon.their.EAP.English.language.arts.and.math.
results,.eleventh-graders.considered.ready.for.college-level.
work.will.be.exempt.from.taking.any.additional.CSU.place-
ment.tests..And.upon.entering.the.CSU.system,.they.will.be.
able.to.enroll.in.credit-bearing.college.courses..Students.who.
score.“Ready.for.College:.Conditional”.in.the.EAP.Math.sec-
tion.are.deemed.provisionally.ready.for.college-level.math.
courses,.provided.they.take.another.higher.level.math.course.
during.their.senior.year..This.will.ensure.that.they.gain.the.
skills.they.will.need.to.succeed.in.credit-bearing.work.in.col-
lege,.and.will.still.have.to.take.the.placement.test.upon.enter-
ing.a.CSU..Finally,.those.who.are.considered.“Not.Ready”.
will.have.their.senior.year.to.improve.their.skills.and.pass.the.
placement.tests..
Students.who.are.unable.to.improve.their.skills.suffi-
ciently.before.graduation.will.have.to.complete.non-credit-
bearing.remedial.courses.upon.entering.the.CSU.system..
Such.coursework.can.pose.a.problem.for.students;.those.who.
do.not.enroll.in.credit-bearing.work.upon.matriculation.typi-
cally.struggle.to.complete.their.degree.in.a.timely.fashion.
Few.CHS.students.are.prepared.for.college-level.English..
In.2008-09,.only.one.quarter.of.all.eleventh-graders.were.
Figure 15: class of 2009 a-G graduation rates by student subgroup. Significant gaps exist between latino students and their white peers.
0
20
40
60
80
100
Perc
ent
2003-04 2005-062004-05 2007-082006-07
Source: California Department of Education.
Latino White
39
61
41
63
35
60 63
41
29
14
The educaTion TrusT–wesT | carlSBad | March 2010 9
deemed.ready.for.college-level.work..Further,.a.significant.
gap.in.performance.emerges.between.the.results.of.white.
students.and.Latino.students,.the.two.largest.student.groups..
While.only.29.percent.of.white.students.achieved.readiness,.
Latino.students.are.meeting.this.benchmark.at.even.lower.
rates,.with.only.17.percent.deemed.ready..The.CHS.Class.
of.2009.performed.slightly.better.overall,.with.32.percent.
of.students.reaching.readiness.in.English-language.arts.(see
Figure 16).
The.results.of.the.EAP.Algebra.2.test.tell.a.similar.story..
Overall,.only.5.percent.of.the.students.tested.are.ready.for.
college-level.work..As.Algebra.2.is.the.minimum.mathemat-
ics.requirement.for.admission.to.the.UC/CSU,.such.low.rates.
of.math.readiness.by.all.students.who.completed.the.test.
raises.concerns.about.current.levels.of.preparation.
For.those.students.who.have.completed.a.math.course.
higher.than.Algebra.2.by.the.eleventh.grade,.the.EAP.offers.a.
Summative.math.test..Students.who.completed.this.assess-
ment.did.meet.the.readiness.standard.at.a.higher.rate.than.
those.who.tested.in.Algebra.2,.with.36.percent.of.students.
overall.achieving.readiness..There.is.a.noticeable.gap.between.
Latino.and.white.students,.however,.with.23.percent.of.
Latino.students.meeting.readiness.compared.to.32.percent.of.
white.students..Also.important.to.note,.is.that.participation.
for.the.Summative.test.is.not.representative.of.the.overall.
student.population,.with.Latino.students.representing.only.
thirteen.percent.of.those.tested,.and.white.and.Asian.stu-
dents.representing.seventy.and.twelve.percent,.respectively..
Further.examination.of.the.participation.rates.for.the.two.
math.tests.demonstrates.that.not.all.students.are.eligible.to.
complete.the.EAP,.based.upon.their.eleventh.grade.math.
enrollment..As.Figure 17.demonstrates,.African.American.and.
Latino.students.are.underrepresented.in.both.exams,.with.a.
particularly.low.rate.for.Latino.students.on.the.Summative.
Math.exam..
Total.math.results.for.the.EAP.show.that.one.in.five.CHS.
students.achieved.college.readiness.in.math,.which.is.a.slight.
improvement.from.the.Class.of.2009’s.results.the.previous.
year..A.five.percentage.point.gap.exists.between.Latino.stu-
dents.and.their.white.peers.(see Figure 18).
Figure 16: 2009 Eap Ela results – less than 3 in 10 of all carlsbad high School 11th graders are ready for college-level work in English. the chS class of 2009 performed slightly better.
0
20
40
60
80
100
Perc
ent
Source: California State University Early Assessment Program.
Ready Not Ready
Total(683 students)
White(461 students)
Class of 2009(682 students)
Latino(132 students)
71
28
83
17
69
29
67
32
Figure 17: 2009 Eap math exam participation. african american and latino students are less likely to be eligible to complete the exam in eleventh grade.
0
20
40
60
80
100
Perc
ent
Source: California State University Early Assessment Program.
African American Latino Asian White Other
Algebra 2 (227 students) Summative Math (243 students)
72
3
1
7
17
70
12
1
4
13
Figure 18: 2009 Early assessment program total math results– only 1 in 5 carlsbad high students are ready for college level mathematics.
0
20
40
60
80
100
Perc
ent
Source: California State University Early Assessment Program.
Ready Ready-Conditional Not Ready
Total(520 students)
Class of 2009(496 students)
Latino(79 students)
38
41
20
40
45
13
39
43
18
39
45
16
White(370 students)
10 The educaTion TrusT–wesT | carlSBad | March 2010
iv. audit componEnt #2: ExamininG StudEntS’ JournEyS throuGh hiGh School
Student.transcripts.can.provide.insight.into.educational.
journeys.through.high.school..What.occurs.during.the.jour-
ney.can.determine.opportunities.for.future.success..Often,.
students.who.find.neither.rigor.nor.relevance.in.high.school.
face.limited.choices.after.they.leave..The.challenge.for.educa-
tors.is.to.follow.student.progress.throughout.high.school,.
provide.them.with.useful.skills.and.knowledge,.and.steer.
them.toward.a.path.that.leaves.all.doors.open.
To.determine.the.level.and.extent.of.college.and.career.
preparation.of.the.2008-09.CHS.graduating.class,.ETW.exam-
ined.every.complete.senior.transcript..The.transcript.study.
probed.course-taking.patterns.of.students.from.various.back-
grounds,.support.and.remediation.for.struggling.students,.
and.chokepoints.that.keep.students.from.gaining.access.to.
the.full.UC/CSU.A-G.course.sequence.and.completing.the.
sequence.successfully.(with.a.grade.of.C.or.higher).
ETW’s.analysis.grouped.the.transcripts.based.on.ethnicity,.
special.program.status.(special.education,.English-language.
learners,.and.those.eligible.for.free.or.reduced-price.lunch),.
and.enrollment.in.the.AvID.program..
data team meetingFollowing.the.initial.study,.ETW.selected.a.random.sample.
of.transcripts.to.review.with.key.district.personnel..A.data.
team.of.approximately.30.representatives,.including.district.
leaders,.site.administrators,.teachers,.and.counselors,.was.
selected.for.the.data.team.meeting.(see.Appendix.B.for.list.of.
attendees)..This.team.met.to.review.a.representative.sample.
of.transcripts.of.2008-09.seniors.and.to.uncover.barriers.that.
prevent.students.from.progressing.through.high.school.so.
that.they.are.ready.for.college.and.meaningful.careers.
The.team.analyzed.general.course-taking.patterns.as.well.
as.specific.gaps.in.subgroup.participation.in.rigorous.course-
work..Team.members.also.identified.chokepoints,.unusual.
or.illogical.course.sequences,.and.existing.interventions.
for.struggling.students..The.knowledge.gleaned.from.the.
transcript.study.yielded.thoughtful.conversations.and.a.set.of.
recommendations.for.addressing.systemic.barriers.to.success..
The.recommendations.derived.from.this.transcript.analysis.
serve.as.the.baseline.for.implementing.a.college.and.career-
ready.curriculum.for.all.students.
The.Carlsbad.data.team.met.on.December.8,.2009,.to.
identify.course-taking.patterns,.chokepoints,.interventions.
The educaTion TrusT–wesT | carlSBad | March 2010 11
and.supports,.and.student.access.to.a.rigorous.curriculum..In.
attendance.were.32.district.and.school.staff.members.repre-
senting.teachers,.counselors,.administrators,.assorted.district.
personnel,.and.the.superintendent..ETW.guided.the.discus-
sion,.which.resulted.in.recommendations.for.the.district.as.it.
moves.toward.a.more.rigorous.education.for.all.high.school.
students..The.team’s.findings.were.consistent.with.the.inde-
pendent.analysis.completed.by.ETW.
Findings of the transcript StudyIn.its.ethnic.diversity,.the.CHS.Class.of.2009.resembles.
both.the.entire.school.and.Carlsbad.Unified.School.District.
(see Figure 19)..Additionally,.ELL.students.constitute.approxi-
mately.5.percent.of.the.class.and.special.education.students.
10.percent..
college and career readiness curriculum: access and Success
accessTo.determine.students’.success.in.a.full.sequence.of.col-
lege.and.career-preparatory.coursework.requires.first.know-
ing.the.degree.of.student.access.to.these.courses..The.ETW.
transcript.analysis.defines.access.to.a.college.and.career-
readiness.curriculum.as.enrollment.in.all.15.courses.needed.
for.UC/CSU.eligibility..Overall,.approximately.two-thirds.of.
seniors.were.enrolled.in.the.full.15-course.A-G.sequence..
Notably,.ETW.based.its.access.analysis.on.the.coursework.
students.completed.on.the.CHS.campus,.either.during.the.
regular.year.or.in.summer.school..A.portion.of.students.were.
able.to.complete.the.full.UC/CSU.course.sequence.outside.
of.the.regular.course.offerings.during.the.school.year.or.sum-
mer.school..This.typically.occurred.when.a.student.had.a.full.
schedule—perhaps.including.elective.or.Advanced.Placement.
courses—that.prevented.him.or.her.from.enrolling.in.a.sec-
tion.of.a.world.language.or.arts.class.needed.for.a.complete.
A-G.curriculum.
Many.students.affected.by.these.scheduling.conflicts.were.
able.to.complete.the.necessary.coursework.through.other.
means.(typically.by.enrolling.in.one.or.more.courses.at.Palo-
mar.or.Mira.Costa.Community.College)..However,.the.need.
to.pursue.a.course.through.alternate.means.raises.concern.
about.equal.opportunities.for.all.students..Transportation,.
extracurricular.commitments.such.as.an.after-school.job,.or.
another.factor.beyond.student.control.could.pose.a.barrier.to.
A-G.completion.if.a.student.must.take.classes.at.a.commu-
Figure 19: carlsbad high School class of 2009 Enrollment by ethnicity – the diversity of the district is represented within this cohort of students
African American
Latino
Asian
White
Other
22%
66%
Source: California Department of Education.
4%
2%
7%
12 The educaTion TrusT–wesT | carlSBad | March 2010
nity.college..
Although.a.relatively.small.number.of.students.had.this.
kind.of.scheduling.conflict,.it.sheds.light.on.a.larger.issue.
of.access.for.all.students..Taking.a.community.college.class.
may.work.well.for.some.students,.but.English-language.
learners.or.students.with.other.special.circumstances.may.
require.extra.support.courses.during.the.day..They.also.could.
benefit.from.concurrent.or.summer.enrollment.in.elective.or.
other.enrichment.classes.at.the.community.colleges..Yet.such.
students.may.have.many.reasons.why.they.cannot.satisfy.
college-entrance.requirements.through.concurrent.or.sum-
mer.enrollment.at.a.community.college..Indeed,.community.
college.can.help.only.students.who.have.the.resources.to.
enroll,.so.it.is.not.truly.a.safety.net,.but.rather.an.advantage.
for.some.students..
In.addition.to.determining.overall.access.to.the.A-G.cur-
riculum,.ETW.disaggregated.access.rates.by.ethnicity..Cur-
rently,.not.all.students.have.equal.access.to.the.full.comple-
ment.of.courses.needed.to.meet.UC/CSU.eligibility..Figure
20.shows.white.and.Asian.students.take.the.full.15-course.
sequence.at.much.higher.rates.(72.percent.and.73.percent.
respectively).than.their.Latino.and.African-American.counter-
parts.(45.percent.and.50.percent,.respectively.
successAlong.with.determining.access.to.courses.required.for.college.
and.a.career,.ETW.calculated.students’.rates.of.success.in.the.full.
A-G.course.sequence..Success.means.completing.all.necessary.
coursework.with.a.grade.of.C.or.higher..Overall,.60.percent.of.
CHS.graduating.seniors.achieved.success.in.the.full.comple-
ment.of.courses.necessary.for.admission.to.the.UC/CSU.
The.bad.news.is.that.no.English-language.learners.(ELLs).
achieved.UC/CSU.eligibility,.and.only.18.percent.of.special.
education.students.did.so..On.the.other.hand,.students.
enrolled.in.AvID.achieved.UC/CSU.eligibility.at.a.higher.rate.
than.the.overall.student.population,.with.68.percent.success-
fully.completing.the.full.A-G.course.sequence.
Carlsbad.graduates.complete.the.A-G.sequence.at.sig-
nificantly.higher.rates.than.the.state.average..This.is.indeed.
something.to.celebrate..However,.it.is.crucial.to.keep.in.mind.
the.large.gaps.in.A-G.success.rates.between.groups.of.students..
Tellingly,.Latino.students.fail.to.meet.eligibility.at.virtually.the.
same.rate.that.white.students.succeed.(see Figure 21)..
chokepoints to Success A.chokepoint.is.any.obstacle.a.student.encounters.in.
Figure 20: access to college and career readiness curriculum by ethnicity – Students of color access the full sequence of courses necessary for college admission at significantly lower rates than their white and asian peers.
0
20
40
60
80
100
Perc
ent
Source: Ed Trust–West analysis of Carlsbad High School transcript data.
Access No Access
African American Asian WhiteLatino
50
50
55
45
27
73
28
72
Figure 21: class of 2009 uc/cSu a-G Eligibility by student subgroup – significant gaps in college readiness exist between latino students and their white peers.
0
20
40
60
80
100
Perc
ent
Source: Ed Trust–West analysis of Carlsbad High School transcript data.
Success No Success
Latino White
66
34
37
63
The educaTion TrusT–wesT | carlSBad | March 2010 13
successfully.completing.the.full.A-G.course.sequence..This.
could.occur.either.when.a.student.completes.an.A-G.course.
with.a.grade.lower.than.a.C.or.simply.does.not.enroll.in.
such.courses.at.all..CHS.students.who.did.not.achieve.full.
A-G.success.faced.a.variety.of.chokepoints,.with.some.subject.
areas.proving.to.be.more.challenging.than.others..Mathemat-
ics.was.the.most.frequent.subject.that.became.a.chokepoint,.
followed.closely.by.laboratory.science,.English,.and.world.
language.(see Figure 22)..ELLs.met.similar.chokepoints.and.at.
higher.rates,.especially.in.mathematics.(see Figure 23)..
Special.education.students.also.met.similar.chokepoints.
at.significantly.higher.rates.than.the.general.student.body..
Notable,.however,.was.the.percentage.of.special.education.
students.who.completed.at.least.one.college-prep.level.visual.
and.performing.arts.course.(see Figure 24)..AvID.students.
were.slightly.more.likely.to.meet.eligibility.requirements.
without.chokepoints.
Besides.determining.which.subjects.prevented.students.
from.achieving.success.in.the.A-G.course.sequence,.it.is.
worth.noting.the.percentage.of.students.who.failed.because.
of.single.or.multiple-subject.chokepoints..Of.the.students.
who.did.not.succeed,.almost.one-third.faced.difficulty.in.
more.than.one.subject..The.remaining.two-thirds.who.were.
unsuccessful.missed.UC/CSU.eligibility.by.one.subject.and.
sometimes.only.one.course..
Subject chokepointsworLd LanGuaGe:.Transcripts.reveal.that.some.stu-
dents.complete.only.one.year.of.a.foreign.language.to.meet.
CUSD.graduation.requirements,.but.many.do.not.to.take.a.
second.year.of.the.same.language.to.fulfill.the.UC/CSU.A-G.
requirement..In.fact,.some.students.are.unable.to.take.the.
second-level.course.during.the.regular.school.day..Based.on.
data.from.the.transcripts,.this.was.a.significant.chokepoint.
for.students.who.otherwise.had.met.the.other.A-G.require-
ments..Additionally,.more.than.half.of.the.ELLs.faced.a.
chokepoint.in.world.language,.despite.having.skills.in.a.
language.other.than.English..
Career teChniCaL eduCation:.Career.Technical.
Education.(CTE).courses.become.a.chokepoint.for.students.
who.need.a.college-prep.elective.course.to.meet.UC/CSU.eli-
gibility..Of.the.25.CTE.courses.offered,.only.six.are.approved.
by.the.UCOP..If.additional.courses.were.submitted.for.UCOP.
approval,.CHS.students.would.have.more.opportunities.to.
prepare.for.college.and.explore.careers.
Figure 22: Subject-area chokepoints to college and career readiness for class of 2009 – math, lab Science, English & World language are the most frequent chokepoints to a-G completion.
0
20
40
60
80
100
Perc
ent
Source: Ed Trust-West analysis of Carlsbad High School transcript data.
ASocial
Science
CMathematics
BEnglish
EWorld
Language
DLaboratoryScience
8376 71 73 76
8790
FVisual &
Performing Arts
GElective
17 24 29 27 2413 10
Met Not Met
Figure 23: chokepoints to a-G by Subject area for Ell students- core academic courses present large challenges to college and career readiness.
0
20
40
60
80
100
Perc
ent
Source: Ed Trust-West analysis of Carlsbad High School transcript data.
ASocial
Science
CMathematics
BEnglish
EWorld
Language
DLaboratoryScience
3020 15
40
85
45
FVisual &
Performing Arts
GElective
7080
10085
60
15
55
Met Not Met
Figure 24: chokepoints to a-G by Subject area for Special education students – Special education students met similar chokepoints to the overall student population, but at much higher rates.
0
20
40
60
80
100
Perc
ent
Source: Ed Trust-West analysis of Carlsbad High School transcript data.
ASocial
Science
CMathematics
BEnglish
EWorld
Language
DLaboratoryScience
43 3021 29
30
75
59
FVisual &
Performing Arts
GElective
5770 79
7170
25
41
Met Not Met
14 The educaTion TrusT–wesT | carlSBad | March 2010
course-taking patternsenGLish:.CUSD.graduation.requirements.include.four.
years.of.English.(as.do.the.UC/CSU.A-G.requirements),.
though.there.is.no.stipulation.that.these.courses.must.be.
college.preparatory..All.CHS.students.are.automatically.
programmed.into.their.grade-level.English.course;.if.they.
earn.an.F.grade,.they.must.make.up.the.course.in.summer.
school..Unfortunately.for.many.students,.D.grades.allow.
them.to.earn.the.necessary.credits.toward.graduation—but.
not.toward.UC/CSU.eligibility..The.vast.majority.of.students.
who.met.a.chokepoint.in.an.English.class.had.low.grades..
For.ELL.students,.however,.chokepoints.were.a.combination.
of.low.grades.and.taking.four.years.of.English.that.were.not.
all.college.preparatory..
math:.As.the.most.frequent.chokepoint.for.all.students,.
mathematics.bears.additional.analysis,.with.regard.to.place-
ment.and.enrollment.patterns,.as.well.as.success.in.higher.
level.math.courses..Most.students.in.the.Class.of.2009.(76.
percent).enrolled.in.at.least.Algebra.2.as.their.highest.math.
course,.and.most.(55.percent).enrolled.in.at.least.one.course.
beyond.Algebra.2.as.their.highest.math.course..Completing.
at.least.Algebra.2.meets.the.UC/CSU.math.requirement.and.
provides.students.with.the.analytical.and.critical.thinking.for.
future.endeavors..
Beneath.these.figures,.however,.lies.an.alarming.disparity.
between.higher.level.math.enrollments.for.white.students.
compared.with.Latino.students..In.fact,.though.more.than.80.
percent.of.white.students.enroll.in.at.least.Algebra.2.as.their.
highest.math.course,.only.slightly.more.than.half.of.Latino.
students.do.the.same.(see Figure 25)..
Additionally,.students.overall.are.not.pursuing.math.dur-
ing.their.senior.year.at.rates.consistent.with.a.goal.of.college.
and.career.readiness.for.all.students..For.students.to.remain.
academically.competitive.and.enter.college.with.the.skills.
to.succeed,.a.fourth.year.of.math.is.crucial..However,.only.
slightly.more.than.half.of.CHS.seniors.(53.percent).were.
enrolled.in.a.math.course.during.their.senior.year.
other patternsnon-CoLLeGe preparatory Course enroLL-
ment:.Not.all.of.CHS.science.and.math.courses.meet.the.
UC/CSU.requirements..Although.CHS.offers.several.lab.
sciences,.some.science.courses—such.as.Oceans—do.not.
meet.the.UC/CSU.requirements..Additionally,.Foundations.
of.Geometry.and.Intermediate.Algebra.do.not.meet.UC/
Figure 25: highest-level math enrollment by ethnicity – latino students are significantly less likely to enroll in college and career preparatory math courses while attending chS.
College Prep or Above
Below College Prep
Source: Ed Trust–West analysis of Carlsbad High School transcript data.
Latino
White
57%
43%College Prep or Above
Below College Prep
82%
18%
The educaTion TrusT–wesT | carlSBad | March 2010 15
CSU.requirements.for.mathematics..Enrollment.in.any.or.
all.of.these.courses.limits.students’.opportunities.to.become.
eligible.for.college.admission..
Many.students.were.placed.into.lower.rigor.(non-college-
preparatory).courses.after.their.freshman.year,.enrolling.in.
Oceans.instead.of.chemistry,.for.example..Other.students.
completed.Foundations.of.Geometry.or.Intermediate.Algebra.
instead.of.the.UCOP-approved.Geometry.and.Algebra.2.
after.completing.Algebra.1..Latino.students.were.particularly.
affected.by.these.enrollment.patterns,.as.their.share.in.such.
courses.is.higher.than.their.overall.share.(21.percent).in.
the.student.population.at.CHS..As.Figure 26.demonstrates,.
Almost.4.out.of.10.students.enrolled.in.both.a.non-college.
preparatory.science.and.math.course.was.Latino.
advanCed pLaCement enroLLment:.Students.
increase.their.chances.of.graduating.ready.for.college.and.
career.by.enrolling.in.the.most.rigorous.courses.possible..
Typically,.these.courses.come.in.the.form.of.honors.or.AP.
courses..CHS.offers.17.AP.courses.and.11.honors.courses,.
in.all.subject.areas,.to.provide.additional.opportunities.for.
students.to.challenge.themselves.academically...
For.the.Class.of.2009,.students.enrolled.in.an.average.of.3.61.
AP/honors.courses..Again,.enrollment.gaps.exist.in.these.
classes..Specifically,.African-American.and.Latino.students.
are.taking.the.most.demanding.courses.at.much.lower.rates.
than.the.school.average.—or.than.their.white.or.Asian.peers..
In.fact,.these.students.complete.only.half.as.many.AP/honors.
courses.as.the.school.average.and.fewer.than.half.of.those.
taken.by.their.white.peers.(see Figure 27)..
Grades:.In.all.subject.areas,.low.grades.limited.students’.
opportunities.to.take.college-prep.courses..Students.who.
earned.a.D.passed.the.course,.yet.many.of.these.students.do.
not.achieve.proficiency.and.may.not.move.on.to.the.next.
higher.level.course..In.addition,.the.A-G.requirements.man-
date.a.minimum.grade.of.C.in.all.coursework..The.interven-
tion.of.choice.for.an.F.typically.is.to.repeat.the.course,.often.
through.summer.school.classes.of.questionable.rigor..
Students.who.achieved.success.in.the.full.A-G.course.
sequence.earned.an.average.GPA.of.3.51.(on.a.cumulative.
weighted.scale);.students.who.did.not.earned.an.average.GPA.
of.2.64.(see Figure 28).
Figure 26: non-college-prep level course enrollment. latino students are disproportionately enrolled in non-college preparatory science and math courses, preventing them from achieving uc/cSu eligibility.
0
20
40
60
80
100
Perc
ent
Source: Ed Trust–West analysis of CHS transcript data.
Other White Latino
33
57
11
39
48
12
38
53
9
21
64
15
Oceans Non-CP Science and Math
CHSEnrollment
Foundations of Geometryor Intermediate Algebra
Figure 28: a-G Success rates & Gpa – Students who achieved uc/cSu Eligibility earned significantly higher Gpas while in high school.
0
20
40
60
80
100
Perc
ent
Source: Ed Trust–West analysis of Carlsbad High School transcript data.
A-G Success No A-G Success0
1
2
3
43.51
2.64
Figure 27: average number of ap & honors courses taken by class of 2009 – Students of color enroll in far fewer courses than the school average, and as compared to their white and asian counterparts.
0
20
40
60
80
100
Perc
ent
0
4
6
8
21
3
5
7
Source: Ed Trust–West analysis of Carlsbad High School transcript data.
3.61
1.80 1.84
7.35
4.023.58
All AfricanAmerican
Latino Asian White Other
16 The educaTion TrusT–wesT | carlSBad | March 2010
interventionsThe.audit.revealed.that.several.interventions.exist.for.
students.who.require.additional.support.to.succeed.in.their.
classes..Placement.in.interventions.is.not.always.mandatory;.
typically.students.who.participate.in.tutoring.do.so.volun-
tarily..The.audit.found.that.evaluation.processes.exist.for.
some,.but.not.all,.interventions.available.to.students..CAH-
SEE.interventions.are.evaluated.predominantly.by.CAHSEE-
passage.rates;.teachers.and.counselors.collect.anecdotal.
evaluations.from.students.who.participate.
.
oo Although.the.district.offers.summer.school.for.students.
who.must.repeat.a.failed.course,.questions.raised.by.
teachers.about.the.rigor.of.such.courses.persist,.and.call.
for.evaluation..
oo Students.who.struggle.with.CAHSEE.skills.are.enrolled.
in.a.CAHSEE-support.course.for.English.or.mathematics;.
typically.this.occurs.in.their.senior.year.if.they.still.have.
not.passed.the.exit.exam..Additionally,.beginning.with.
the.2009-10.school.year,.a.formal.CAHSEE.intervention.
has.begun.for.students.during.their.lunch.period..
oo ELL.students.lack.systemic.avenues.to.earn.credit.for.a.
foreign.language,.even.one.in.which.they.are.fluent.or.
proficient..If.this.option.were.available.for.students,.there.
would.be.space.in.their.schedule.to.enroll.in.additional.
English.courses.to.help.them.achieve.proficiency.and.
be.reclassified.as.Reclassified-Fluent.English.Proficient.
(RFEP)..
oo Students.who.require.additional.assistance.have.tutoring.
available.to.them.during.lunch.and.after.school..Although.
it.is.overseen.by.a.teacher,.the.tutoring.is.provided.by.
CHS.peer.leaders—.eleventh.and.twelfth-grade.students.
who.are.selected.based.upon.their.GPA.and.an.applica-
tion.
additional transcript analysis FindingsThe.transcript.analysis.of.both.ETW.and.the.data.team.
identified.additional.problems.that.CUSD.must.address.
oo Current.graduation.requirements.do.not.prepare.all.Carls-
bad.students.for.success.in.college.and.a.career;.adjust-
ments.to.these.requirements.would.ensure.all.students.
gain.the.skills.necessary.for.success.in.all.postsecondary.
options.
oo Students.can.pass.a.course.with.a.grade.of.D;.simply.earn-
ing.the.credits.for.a.course,.however,.does.not.guarantee.
college.eligibility..Nor.does.a.D.grade.demonstrate.that.
the.student.has.developed.the.proficiency.needed.to.prog-
ress.in.a.subject.
oo CTE.pathways.are.unclear.and.undefined.on.student.
transcripts..Some.students.do.not.complete.a.coherent.
sequence.of.courses,.while.others.who.do.complete.CTE.
in.a.coordinated.fashion.typically.do.not.complete.the.
A-G.sequence.to.be.ready.for.college.and.career.
oo Participation.in.the.peer.tutoring.program.is.not.cur-
rently.noted.on.transcripts.of.students.who.are.tutored.in.
subject.areas.in.which.they.struggle..Tracking.this.partici-
pation.could.allow.for.better.assessment.of.the.efficacy.of.
such.support.
oo More.data.are.needed.on.student.transcripts—the.addi-
tion.of.a.UC/CSU.A-G.course-sequence.summary.to.the.
transcript.would.give.students,.counselors,.and.families.
easy.reference.to.progress.toward.college.and.career.readi-
ness..
The educaTion TrusT–wesT | carlSBad | March 2010 17
carlsbad village academy transcript FindingsIn.addition.to.studying.the.CHS.Class.of.2009,.ETW.ana-
lyzed.transcripts.for.the.small.group.of.students.(10.students).
who.earned.their.high.school.diplomas.at.Carlsbad.village.
Academy,.CUSD’s.continuation.high.school,.in.2009..
Enrollment.comparisons.of.student.ethnic.groups.yielded.
a.disproportionate.number.of.Latino.students.enrolled.at.
CvA..Latino.students.make.up.slightly.more.than.one-fifth.
of.the.CHS.student.body;.at.CvA,.they.represent.almost.one-
half.(see Figure 29)..
Overall,.CvA.student.academic.records.demonstrated.
lower.levels.of.achievement,.with.higher.rates.of.failure.in.
academic.courses.than.students.attending.CHS..Additionally,.
no.CvA.graduates.took.the.full.A-G.course.sequence,.result-
ing.in.no.students.eligible.for.admission.to.UC.or.CSU..This.
data.resulted.from.several.factors,.including.transferring.from.
another.school,.earning.grades.of.D.or.F.in.A-G.approved.
coursework,.and.enrolling.in.non-college-prep.coursework.at.
the.schools.they.attended.(including.CHS.and.CvA)..
CvA.students.experienced.chokepoints.in.all.subject.areas,.
and.at.much.higher.rates.than.CHS.graduates..As.Figure 30.
demonstrates,.English,.math,.science,.and.world.language.
were.the.most.frequent.chokepoints.
Figure 29: cuSd, chS, and cva Enrollment by ethnicity – latino students are overrepresented in the continuation high school program.
0
20
40
60
80
100
Perc
ent
African American AsianLatino
Source: California Department of Education.
CUSD CHS CVA
6064
43
2 2 3
12 21
46
6 50
9 8 8
OtherWhite
Figure 30: carlsbad village academy class of 2009 students’ chokepoints to uc/cSu Success- core academics provided the largest obstacles to achieving college and career readiness.
0
20
40
60
80
100
Perc
ent
Source: Ed Trust-West analysis of Carlsbad High School transcript data.
ASocial
Science
CMathematics
BEnglish
EWorld
Language
DLaboratoryScience
30
6060
FVisual &
Performing Arts
GElective
70
100 100 100 100
40 40
Met Not Met
18 The educaTion TrusT–wesT | carlSBad | March 2010
v. audit componEnt #3: ExamininG School orGanization oF tEachinG and lEarninG
Understanding.a.school.requires.reviewing.the.structures.
it.has.in.place.for.teaching.and.learning..Decisions.about.
how.the.school.is.organized.depend.predominantly.on.
choices.by.administrators.and.staff.members,.though.the.
district.may.limit.their.options,.especially.if.these.depend.
on.budget.considerations..To.determine.the.organization.of.
Carlsbad.High.School,.ETW.examined.such.materials.as.the.
master.schedule,.class.loads,.bell.schedules,.the.master.calen-
dar,.student.handbooks,.and.other.pertinent.documents..
The.master.schedule.is.the.foundation.for.teaching.and.
learning..As.ETW.examined.the.master.schedule,.the.school’s.
story.unfolded..Do.all.Carlsbad.students.have.access.to.
courses.that.will.prepare.them.for.college.and.career?.Are.
appropriate.supports.and.interventions.in.place.during.
the.school.day.for.students.who.need.them?.Do.English-
language.learners.have.core.courses.with.teachers.who.are.
trained.in.instructional.strategies.to.meet.their.needs?.Do.
ELL.and.special.education.students.have.access.to.core.
academic.courses.and.graduate.ready.for.college.and.careers?.
The.answers.to.these.questions.and.others.help.identify.the.
school’s.priorities.
The.process.of.course.registration.may.inhibit.students.
from.enrolling.in.classes.that.will.prepare.them.for.suc-
cess.after.high.school..Some.policies.prevent.students.from.
pursuing.higher.level.coursework,.such.a.grade-point.average.
or.course.prerequisite.requirements..In.addition,.counsel-
ors.and.teachers.may.steer.a.particular.student.away.from.
more.difficult.courses,.if.the.adults.believe.a.student.cannot.
succeed.academically.or.is.unlikely.to.attend.college..Such.
choices.compromise.students’.opportunities.and.limit.their.
chances.for.success.in.high.school.and.beyond..
The.process.of.creating.the.master.schedule.must.put.
student.needs.first.and.foremost..This.includes.determining.
which.courses.to.offer,.enrolling.and.counseling.students.to.
take.challenging.courses,.the.duration.of.class.periods,.and.
all.other.elements.of.the.master.schedule..The.answers.may.
inform.whether.the.schedule.should.be.a.traditional.six,.
seven,.and.eight-period.day;.a.block.schedule;.or.another.
arrangement..The.ultimate.goal.of.the.master.schedule.and.
the.courses.the.school.offers.should.be.the.best.possible.
access.for.all.students.to.college.and.career-preparatory.
courses.
Findings of School organization of teaching and learning
Master scheduleIt.is.important.to.examine.the.master.schedule.from.mul-
tiple.angles.to.determine.whether.it.places.the.instructional.
priorities.of.students.ahead.of.all.other.considerations..
An.analysis.of.a.school’s.master.schedule.includes.an.
examination.of.the.bell.schedule,.the.student-registration.
process,.and.course.offerings..This.includes.understanding.
which.classes.are.offered.each.period,.which.teachers.are.
assigned.to.certain.courses,.the.number.of.AP.and.honors.
courses,.class.sizes,.A-G.approved.classes,.the.various.levels.
of.math.classes,.and.the.types.of.support.classes.intended.
to.meet.the.needs.of.special.populations.(ELLs.and.special.
education.students,.for.example)..
Analyzing.these.elements.provided.ETW.with.insight.
about.the.organizational.structure.of.Carlsbad.High.School.
and.its.educational.goals..ETW.explored.the.process.for.stu-
dent.placement.into.courses.through.focus-group.discussions.
with.teachers,.counselors,.and.students..Full.schedules.for.
students.who.pursue.one.or.more.elective.courses.often.force.
them.to.complete.courses.required.for.college.admission.at.
one.of.two.nearby.community.colleges..
The.large.caseloads.of.counselors.jeopardize.their.critical.
role.in.registration,.as.does.their.lack.of.involvement.in.ini-
tial.creation.of.the.master.schedule..Currently,.counselors.do.
not.have.time.for.individual.discussions.with.every.student,.
which.is.the.ideal.situation.to.provide.students.(and.parents).
with.resources.they.need.to.make.informed.decisions.about.
their.future.
After.analyzing.the.CHS.2009-10.master.schedule,.ETW.
determined.the.following:.
The educaTion TrusT–wesT | carlSBad | March 2010 19
Bell scheduleoo School.starts.at.7:30.a.m..and.ends.at.2:30.p.m..during.
regular.school.days
oo .The.school.uses.an.A/B.block.schedule,.with.six.periods..
The.periods.are.organized.in.an.alternating.odd/even.
schedule,.with.odd.periods.(1-3-5).meeting.one.day.and.
even.periods.(2-4-6).meeting.the.next:.
. kooPeriods.1.and.2—120.minutes
. kooPeriods.3.and.4—117.minutes
. kooPeriods.5.and.6—118.minutes
oo During.the.2009-10.school.year,.13.early.release.days.on.
selected.Thursdays.provide.teachers.with.additional.time.
to.collaborate..Students.are.excused.at.12:10.p.m.,.and.
each.class.period.is.shortened.
Master scheduleCHS.appears.to.have.a.well-constructed.master.schedule..
There.are.few.serious.course.conflicts.and.most.courses.that.
offer.multiple.sections.are.spread.over.the.six.class.periods..
In.addition,.courses.are.fairly.balanced,.with.no.extremes.
in.class.sizes.in.any.one.subject..As.Figure 31.demonstrates,.
class.sizes.in.regular.education.courses.are.fairly.comparable.
across.all.academic.subjects.
advanced Placement course offeringsCHS.offers.the.following.17.AP.subjects.in.38.sections:
kooArt.History.(1). kooBiology.(2)
kooCalculus.AB.(2). kooCalculus.BC.(1)
kooChemistry.(1). kooEnglish.Language.(6)
kooEnglish.Literature.(5). kooEnvironmental.Science.(2)
kooEuropean.History.(2). kooMacroeconomics.(4)
kooMusic.Theory.(1). kooPhysics.C.(1)
kooSpanish.Language.(3). kooStatistics.(2)
kooStudio.Art:.Drawing.(2). kooU.S..Government.(4)
kooU.S..History.(3)
All.AP.courses.have.been.authorized.by.the.College.Board.
and.are.on.the.AP.Course.Ledger.
Figure 31: chS class size average by department: class sizes are large but fairly similar among academic subjects.
Source: Ed Trust–West analysis of Carlsbad High School 2009-10 Mater Schedule.
0
20
30
40
10
50
Social Studies
MathEnglish WorldLanguage
Science Visual &Performing
Arts
PhysicalEducation
Electives
3532 32
3432
2730
47
20 The educaTion TrusT–wesT | carlSBad | March 2010
college Preparatory course offeringsMore.than.three-quarters.of.CHS.courses.meet.the.UC/
CSU.A-G.requirements.(see Figure 32)..This.calculation.
includes.special.education.courses..However,.if.special.educa-
tion.courses.are.omitted,.then.more.than.80.percent.of.the.
courses.meet.the.requirements..ETW.factors.special.educa-
tion.into.the.calculation.because.schools.and.districts.that.
require.all.graduating.students.to.meet.the.A-G.requirements.
have.established.systems.and.supports.to.increase.opportuni-
ties.for.special-needs.students.to.take.these.courses..Physical.
education.courses.are.not.part.of.the.calculation.
Adding.math.and.science.classes.could.increase.the.
number.of.A-G.approved.courses,.thereby.boosting.student.
opportunities.to.meet.these.more.rigorous.requirements..
It.appears.that.tracking.occurs.in.both.subjects..In.math,.
some.students.take.Foundations.of.Geometry.and.Inter-
mediate.Algebra,.both.of.which.help.students.earn.math.
credit.towards.graduation.but.do.not.meet.college-prep.
requirements..A.similar.pattern.emerges.in.science..CHS.
offers.Oceans..Again,.Oceans.meets.high.school.graduation.
requirements.for.science.but.not.the.UC/CSU.laboratory-
science.requirements.
CHS.offers.18.different.math.courses,.with.each.earning.
students.up.to.ten.math.credits:
kooMath.Topics. kooAlgebra.1
kooAlgebra.1A. kooAlgebra.1B
kooFoundations.of.Geometry. kooGeometry
kooGeometry.H. kooIntermediate.Algebra
kooAlgebra.2. kooAlgebra.2H
kooCollege.Algebra. kooCollege.Algebra/Trigonometry
kooPre-Calculus..H. kooElementary.Calculus.
kooCalculus..3. kooAP.Stats
kooAP.Calculus.AB. kooAP.Calculus.BC
ETW.analyzed.the.2009-2010.UC/CSU.approved.course.
list.for.CHS..Almost.all.of.the.courses.CHS.offers.are.on.the.
approved.list;.U.S..History–Film.is.not.on.the.approved.list,.
though.students.are.able.to.meet.social.studies.graduation.
requirements.through.this.course..However,.some.courses.on.
the.UC/CSU-approved.list.are.unavailable.at.CHS..It.is.cru-
cial.that.the.school.submits.an.accurate.course.listing.every.
year.to.ensure.that.students.have.the.greatest.chance.of.being.
accepted.to.the.UC.and.CSU.systems..The.courses.include.the.
following:
Figure 32: percentage of courses at carlsbad high School meeting the uc/cSu a-G requirements – three-quarters of all regular education courses meet ucop approval.
0
20
40
60
80
100
Perc
ent
Source: Ed Trust–West analysis of Carlsbad High School 2009-10 Mater Schedule.
ASocial Studies
CMath
BEnglish
EWorld
Language
DScience
FVAPA
Total (w/ Spec Ed, no PE)
GElectives
9488
94100
90
35
8476
The educaTion TrusT–wesT | carlSBad | March 2010 21
kooSH.World.History/Cultures. kooTrans.Eng.1B
kooSH.Geometry. kooSH.Algebra.1
kooGenetics. kooSpanish.5.AP
kooFrench.4.AP. kooFrench.3
kooGerman.1. kooGerman.2
kooFilmmaking. kooBiotechnology.Lab.Science.H
CHS.offers.very.few.support.or.intervention.courses..There.
is.one.section.of.CAHSEE.Math,.one.section.of.CAHSEE.Lan-
guage,.and.one.section.of.Language.Arts.Support.
CHS.has.a.small.population.of.ELLs.and.offers.very.few.
sheltered.or.specially.designed.academic.instruction.in.
English.(SDAIE).courses.to.meet.their.needs..These.courses.
are.Algebra.1B,.Biology,.U.S..History,.and.Government/Eco-
nomics..As.mentioned.earlier,.many.other.sheltered.courses.
are.approved.by.UCOP.but.are.unavailable.at.CHS..Given.
that.no.ELLs.in.the.Class.of.2009.achieved.UC/CSU.eligibil-
ity,.offering.college-prep.level.courses.to.these.students.could.
lead.to.more.of.them.completing.the.full.A-G.sequence.
career Technical education ETW.identified.six.possible.career.pathways.with.a.definite.
course-taking.sequence..Of.the.six,.four.offer.at.least.one.
higher.level.course.that.meets.the.A-G.requirements..The.two.
pathways.without.courses.meeting.any.of.these.requirements.
are.“Cabinetmaking.and.Wood.Products”.and.“Automotive.”
The.following.is.a.list.of.all.CHS.Career.Technical.Educa-
tion.courses:.
ol Broadcasting. Graphic.Design
ol Computerized.Graphic.Design
ol Digital.Photography.1.and.2
ol Multimedia.for.the.Web
ol Wood.1.and.2
ol ROP.Cabinetmaking
ol ROP.Careers.with.Children.
ol Child.Development
ol Developmental.Psychology.of.Children
ol Developmental.Psychology.of.Children–Community.
Classroom
ol Responsible.Parenting/Life.Skills
ol Drafting.1,.2,.and.3
ol Architectural.Design
ol Fashion.Merchandising.
ol Fashion.Merchandising.–.Community.Classroom.
ol virtual.Enterprise
ol Introduction.to.Computer.Applications.
ol MS.Office.XP
ol Web.Page.Construction
ol Business.Marketing.and.Student.Store.
oK Business.Marketing.and.Student.Store.–Community.
Classroom
oK Small.Engine.Repair.1,.2,.and.3
oK Work.Experience
Analysis.of.the.master.schedule.and.a.survey.on.CTE.com-
pleted.by.the.district.provided.additional.information.about.
course.offerings.and.the.existing.pathways.available.to.CHS.
students..Responses.offered.details.about.certain.course.offer-
ings.as.well.as.participation.rates.in.courses.and.pathways..It.
remains.unclear.what.opportunities.exist.for.students.to.earn.
formal.certification.or.complete.other.culminating.projects.
to.demonstrate.skill.development..
available courses/PathwaysCurrently,.CHS.offers.courses.within.eight.different.career.
clusters:.
ol Arts,.Media,.and.Entertainment
oK Television.Production.Pathway
oK Digital.Photography.Pathway
oK Broadcasting.Pathway
ol Building.Trades.and.Construction
oK Cabinetmaking.and.Wood.Products.Pathway
ol Education,.Child.Development,.and.Family.Services
oK Child.Development/Child.Care.Occupations.Pathway
ol Engineering.and.Design
oK Architectural.and.Structural.Engineering.Pathway
ol Fashion.and.Interior.Design
oK Fashion.Merchandising.Pathway
ol Information.Technology..
(also.available.at.Carlsbad.village.Academy)
oK Information.Technology.Pathway.
ol Marketing,.Sales,.and.Service
ol Transportation.. .
oK Automotive.Pathway
enrollmentThe.information.from.the.surveys.also.provided.CTE.
course-enrollment.information.for.the.current.(2009-10).
school.year..According.to.enrollment.estimates,.Information.
Technology.and.Digital.Photography.are.the.most.popular.
pathways.at.CHS..Students.of.all.ethnic.groups,.as.well.as.
22 The educaTion TrusT–wesT | carlSBad | March 2010
ELL.and.special.education.students,.are.represented.within.
the.CTE.program..
Notable.within.these.enrollment.estimates,.however,.is.
that.some.groups.of.students.are.overrepresented.or.under-
represented.in.CTE..For.the.Information.Technology,.Digital.
Photography,.and.Woodworking.pathways,.all.ethnic.groups.
are.represented.in.numbers.similar.to.that.to.the.overall.
student.population..The.Child.Care.Occupations.pathway,.
however,.has.a.disproportionately.high.percentage.of.Latino.
students.(see Figure 33)..
.All.pathways.show.overrepresentation.of.special.educa-
tion.and.English-language.learners..The.IT,.Digital.Photo,.
and.Woodworking.pathways.combined.enroll.21.percent.
of.special.education.students.and.22.percent.of.English-
language.learners,.compared.with.10.percent.and.5.percent.
of.these.two.groups.at.CHS,.respectively..The.Child.Care.
Occupations.pathway.has.even.larger.rates.of.enrollment.
from.these.populations..More.than.half.of.all.enrolled.stu-
dents.are.either.special.education.students.(54.percent).and/
or.English-language.learners.(52.percent)..These.enrollment.
patterns.call.into.question.placement.policies,.particularly.
for.special.education.and.ELLs.but.also.for.all.students.
recommendations for master Schedule revisionoo Examine.use.of.time.and.consider.adding.a.period.to.
provide.extra.support.for.students.who.need.it.
oo Eliminate.tracking,.particularly.in.math.and.science.
courses,.where.students.meet.frequent.chokepoints.to.
UC/CSU.eligibility.
oo Update.the.UC/CSU.A-G.course.list.to.reflect.all.courses.
listed.on.the.UCOP.Doorways.Web.site..Some.discrepan-
cies.exist.about.which.courses.currently.are.offered.for.
CHS.students.
oo Examine.alternative.options.for.ELL.students.to.meet.the.
world-language.requirement.by.demonstrating.profi-
ciency.in.their.home.language;.this.would.open.up.their.
schedule.for.more.English.courses..
course catalogue A.course.catalogue.communicates.a.high.school’s.expec-
tations.to.students..Carlsbad.High.School,.as.a.demonstra-
tion.of.its.priorities,.provides.this.through.its.publication,.
Figure 33: 2009-10 ctE Enrollment – child care occupations pathway has a significantly larger latino population than the overall chS student body.
African American
Latino
Asian
White
Other
52%
32%
Source: Ed Trust–West Analysis of CUSD CTE Survey Data.
2%
8% 6%
The educaTion TrusT–wesT | carlSBad | March 2010 23
“Course.Descriptions.”.Updated.each.year,.the.document.
provides.students.and.families.with.information.to.help.
them.make.informed.decisions.about.which.classes.to.take..
This.information.includes.a.four-year.plan.for.course.enroll-
ment,.policies.and.procedures.for.enrolling.in.certain.classes,.
and.ways.to.prepare.for.admission.to.a.community.college.or.
a.four-year.university..
Course.descriptions.for.all.the.classes.include.a.synopsis.
of.the.course.and.its.expectations.as.well.as.any.course.or.
other.prerequisites.necessary.for.enrollment..The.document.
is.fairly.comprehensive.and.provides.students.and.families.
with.a.broad.base.of.knowledge.to.plan.four.years.of.study..
Some.adjustments,.however,.could.help.students.and.fami-
lies.with.their.decision.making.
recommended revisionsoo Provide.a.four-year.plan.that.reflects.the.goal.of.college.
and.career.readiness.for.all.students..The.two.sample.
plans.within.the.course.catalogue.communicate.that.
there.are.essentially.two.tracks.of.course.sequences,.one.
for.“college.bound”.students.and.one.for.“non-college-
bound”.students..The.latter.includes.course.offerings.that.
are.not.college-preparatory.yet.satisfy.graduation.require-
ments..This.tiered.system.provides.a.stark.contrast.in.
access.and.success.opportunities.for.students.
oo Expand.the.CTE.section.of.the.catalogue.to.include.
sample.pathways.as.well.as.information.about.careers.
related.to.coursework..
oo Broaden.the.special.education.section.of.course.descrip-
tions.to.include.more.information.on.courses.and.on.
accommodations.for.parents..Parents.of.students.with.
special.needs.may.require.more.information.and.support.
than.others..With.some.thoughtful.redesign,.this.section.
could.be.improved.
oo Provide.a.section.for.parents.of.English-language.learners.
that.explains.course.offerings.and.ways.ELLs.can.remain.
on.track.to.graduate.college.and.career.ready..(This.would.
resemble.an.expanded.special.education.section.)
oo Provide.translated.versions.for.families.in.their.native.
languages.
course Enrollment policy change recommendations
To.achieve.the.goal.of.college.and.career.readiness.for.
all.Carlsbad.students,.CUSD.must.reconsider.the.definition.
of.“college-bound.students”.when.enrolling.students.in.
higher.level.courses..All.students.can.benefit.from.a.rigor-
ous.college-prep.curriculum,.even.those.who.may.not.have.
performed.well.in.the.past..Differentiating.between.courses.
for.“college-bound”.and.“non-college-bound”.students.
in.enrollment.policies.may.discourage.young.people.who.
otherwise.might.choose.to.pursue.a.more.rigorous.course.of.
study.
oo “Course.Descriptions”.states.that.teachers.have.the.option.
of.dropping.from.a.class.those.students.who.“do.not.
possess.the.knowledge.or.skills.required.to.succeed.”.
Such.practices.pose.a.barrier.to.students.who.could.learn.
more.rigorous.material,.given.additional.support..Student.
needs.should.drive.creation.of.a.master.schedule.that.
allows.all.of.them.to.pursue.a.rigorous.course.sequence.of.
their.choosing.
oo Review.practices.for.enrolling.students.in.CTE.courses.
and.pathways..To.ensure.equitable.opportunities.for.all.
students,.enrollment.for.significant.student.groups.should.
be.representative.of.the.overall.student.body.
oo Reconsider.the.number.of.nonacademic.school-service.
courses..Currently,.there.are.five.such.courses:.Library,.
Student.Services,.Student.Tutor,.Teacher.Assistant,.and.
Athletic.Training..Students.who.excel.should.continue.
to.challenge.themselves.through.their.senior.year,.rather.
than.enrolling.in.a.less.rigorous.course.simply.to.fill.a.slot.
in.their.schedule.
oo Seniors.should.not.be.given.the.option.to.enroll.only.in.
five.courses.during.their.senior.year..All.students.must.be.
encouraged.to.maintain.a.rigorous.course.sequence.for.
the.entirety.of.their.high.school.career.
oo For.Carlsbad.to.achieve.its.goal.of.providing.a.college.and.
career-preparatory.curriculum.for.all.students,.the.school.
should.adjust.the.master.schedule.to.remove.any.course.
section.which.could.pose.a.challenge.to.any.student..
24 The educaTion TrusT–wesT | carlSBad | March 2010
vi. audit componEnt #4: ExamininG attitudES and BEliEFS oF KEy StaKEholdErS
Examining.the.attitudes.and.beliefs.of.teachers,.counsel-
ors,.students,.parents,.and.community.members.provides.
insight.into.the.strengths.and.remaining.challenges.facing.
Carlsbad.High.School.and.Carlsbad.Unified.School.District..
This.public.engagement.informed.many.of.ETW’s.recommen-
dations..This.work.included.the.following:.
Focus GroupsThe.EOA.relied.on.focus.groups.of.students,.teachers,.
counselors,.and.parents.to.shed.light.on.student.preparation.
for.postsecondary.options..ETW.has.developed.protocols.
designed.to.elicit.various.stakeholders’.thoughts.about.the.
education.students.receive..The.focus.groups.provided.critical.
information.regarding.expectation.levels,.rigorous.curricu-
lum,.and.college.and.career.readiness.
ETW.conducted.focus.groups.for.each.stakeholder.group..
The.results.helped.define.the.challenges.and.opportunities.
the.school.faces.in.its.efforts.to.increase.expectations.for.all.
students..The.focus.group.recommendations.will.help.lay.the.
groundwork.for.developing.the.district’s.action.plan.
college-Going culture SurveysAt.the.launch.of.the.focus.groups.for.teachers,.counselors,.
and.parents,.ETW.administered.anonymous.surveys.to.mea-
sure.the.beliefs.of.those.in.the.group,.focusing.particularly.
on.the.college-going.culture.of.the.school..The.survey.results.
provided.a.context.for.the.group’s.discussion,.particularly.
to.address.any.underlying.beliefs.that.might.not.crop.up.
directly.in.conversations.
community conversationThe.large-scale.community.conversation.with.stakehold-
ers.representing.many.different.school,.district,.and.com-
munity.entities.played.a.central.role.in.engaging.the.public..
The.conversation.built.upon.the.focus.groups.and.explored.
the.readiness.of.stakeholders.to.support.continued.reform.
efforts.at.CHS..Results.of.this.initial.conversation.phase.will.
provide.guidance.for.the.ongoing.public.engagement.efforts.
incorporated.into.this.reform..Following.a.format.developed.
by.the.public-affairs.firm.Public.Agenda,.the.community.con-
versation.incorporated.a.structured.process.for.civic.debate.
around.issues.of.controversy.
attitudes and Beliefs of Key Stakeholders
student Focus GroupsETW.conducted.two.student.focus.groups,.one.with.fresh-
men.and.sophomore.students.and.another.with.junior.and.
senior.students..Underclassmen.shared.their.experiences.
transitioning.into.high.school.work..They.said.they.were.
being.adequately.challenged..Older.students.were.aware.of.
the.discrepancy.in.rigor.between.certain.courses..
Juniors.and.seniors.said.there.is.a.noticeable.difference.
between.college-prep.courses.and.AP/honors.courses,.beyond.
• Student VoiceS •
“They say that you have to be prepared to be in…AP classes. I think you’ll never be ready to do something until you try, and you will know if you can do it or not. So, they don’t give you the opportunity to because they say, “If you sign up, you cannot get out.” So, how can you be in class that you just want to see if you can do it? They don’t give you, you know, the opportunity to try.”
“There are so many people who want to go to college in regular classes, and they should have just as much preparation to succeed in college as people who are in AP classes. Just because...Maybe they’re not as strong in that subject to take that for an AP class, but they still deserve to be ready for it, and I don’t think they get that.”
“I think teachers kind of get the idea, too, that because you’re in AP they’re supposed to be preparing you for college, whereas, like, if you’re not in an AP class, you’re just in a high school class, you know?”
“I’ve taken regular English, and I do mini-mal work, and get a good grade, get a “B”, you know, don’t do much, cruise by.”
The educaTion TrusT–wesT | carlSBad | March 2010 25
the.increased.academic.requirements..For.the.students.who.
had.been.or.currently.are.enrolled.in.college.prep.(non-AP/
honors.courses),.it.was.much.easier.to.“slack.off”.during.
class.and.still.earn.a.good.grade..The.difference.in.expecta-
tions.came,.they.said,.not.only.from.the.work.assigned.to.
them.during.the.term.but.also.from.the.expectations.with.
which.the.teachers.approached.the.class..
All.students.in.the.focus.groups.felt.that.though.CHS.has.
many.opportunities.for.electives.and.extracurricular.involve-
ment,.some.students.have.an.advantage—.particularly.those.
who.were.enrolled.in.GATE.in.middle.school.and.those.who.
were.granted.access.to.more.rigorous.coursework.beginning.
in.ninth.grade..This.advantage.can.come.in.the.form.of.better.
teachers,.higher.expectations,.and.greater.levels.of.prepara-
tion.for.college.and.a.career.
Other.findings.from.the.student.focus.groups.include.the.
following:
College and Career Preparationoo Students.planning.to.attend.college.after.graduation.have.
been.preparing.to.do.so.since.freshmen.year.or.earlier;.
students.who.may.not.decide.whether.to.go.to.college.
until.halfway.through.high.school.(or.those.who.transfer.
from.another.school).can.be.at.a.disadvantage.in.enroll-
ing.in.college-prep.coursework.
oo All.teachers.do.not.challenge.students.in.non-AP/honors.
courses.or.actively.prepare.them.for.college-level.work..
Course Rigor oo Some.teachers.tend.to.use.effective.instructional.strategies.
more.than.others..Some.seem.focused.on.“teaching.to.the.
test”.and.moving.through.the.material.without.checking.
for.understanding.
oo Some.teachers.are.more.invested.than.others.in.creating.
opportunities.to.make.rigorous.academic.work.interesting.
and.relevant.to.students..
oo Students.expressed.frustration.with.some.enrollment.
policies.for.AP/honors.courses..CHS.lacks.an.open-
enrollment.policy.for.all.classes,.though.parent/guardian.
waivers.are.available.for.students.to.enroll.in.AP.courses,.
even.if.they.do.not.meet.the.necessary.criteria..The.waiv-
ers.stipulate,.however,.that.students.must.remain.in.the.
course.for.the.entire.school.year..Students.said.they.would.
like.the.opportunity.to.try.out.more.rigorous.course-
work.while.maintaining.the.ability.to.transfer.back.into.
college-prep.courses..
Student Supports oo Tutoring.is.available.from.some.teachers,.when.students.
actively.pursue.it..Opportunities.for.teacher-led.tutoring.
differ.from.department.to.department.
oo Students.feel.some.adults.monitor.their.progress.and.are.
available.to.help.when.they.fall.behind.
oo Students.would.like.more.opportunities.to.interact.with.
their.counselors..They.also.would.like.to.see.increased.
consistency.in.counseling.support.offered.to.all.students..
Currently.there.are.differences.between.counselors’.
availability.for.students,.as.well.as.the.focus.of.guidance.
provided,.with.graduation.the.priority.for.some.students.
and.college.preparation.for.others.
Teacher Focus Groups ETW.conducted.two.teacher.focus.groups.at.Carlsbad.
High.School,.with.representation.from.every.department,.
including.special.education.and.career.technical.educa-
tion..Teacher.experience.levels.ranged.from.a.few.years.in.
the.district.to.more.than.20.years..Teachers.said.the.school.
administration’s.recent.shift.toward.higher.expectations.for.
all.students.is.beginning.to.take.hold.among.the.entire.cam-
pus.community..As.a.result,.students.are.reaching.for.higher.
goals..With.increased.expectations.has.come.an.increased.
focus.on.rigorous.academics.for.students.and.teachers.alike..
Many.students’.priorities.have.shifted.to.preparing.for.life.
after.graduation,.rather.than.simply.earning.a.diploma..
Some.teachers.said.all.CHS.students.would.succeed.if.
the.full.A-G.course.sequence.were.in.line.with.graduation.
requirements..There.was.no.clear.consensus.about.this,.how-
ever,.as.other.teachers.believe.that.certain.groups.of.students,.
such.as.English-language.learners.and.special.education.
students,.would.require.additional.supports.that.currently.
are.not.available.
Other.findings.from.the.teacher.focus.groups.include.the.
following:
26 The educaTion TrusT–wesT | carlSBad | March 2010
Rigorous Coursework oo Teachers.acknowledged.the.need.to.keep.coursework.relevant.
to.students.even.as.they.maintain.high.academic.standards..
oo Teachers.said.that.students.in.AP/honors.courses.feel.
challenged.and.were.receiving.the.preparation.they.need.
for.postsecondary.education.
oo Teachers.appreciated.the.availability.of.CTE.course.offer-
ings;.they.would.like.to.see.them.contain.more.rigorous.
academic.standards.to.help.reinforce.reading.and.math-
ematics.skills.
Curriculum and Instructionoo Teachers.want.the.flexibility.to.provide.students.who.lack.
certain.foundational.skills.the.opportunity.to.succeed..As.
a.result,.certain.math.courses.have.been.created.as.bridge.
courses.between.Algebra.1.and.geometry.and.between.
geometry.and.Algebra.2.
oo Although.some.data-driven.instruction.is.happening,.it.
is.not.in.a.systemic.way..Some.departments.do.use.Data.
Director.to.monitor.student.progress,.while.others.do.so.
less.formally.
oo Teachers.expressed.concern.over.the.block.schedule..They.
would.appreciate.the.opportunity.to.discuss.alternatives.
that.may.serve.students.better,.such.as.90-minute.(rather.
than.two-hour).time.blocks.for.classes.
Professional Developmentoo Teachers.expressed.frustration.over.budget.cuts.for.profes-
sional.development..They.understand.the.importance.of.
quality.PD.in.their.instructional.practices.and.would.like.
to.see.the.opportunities.reinstated.
oo Teachers.would.like.assistance.on.ways.to.better.serve.
ELLs.and.students.with.special.needs..They.are.concerned.
that.their.current.teaching.strategies.may.be.inadequate.to.
address.these.populations’.unique.needs.
oo Teachers.have.received.some.introductory.training.to.use.
School.Loop.and.Data.Director.and.would.like.additional.
support.to.help.them.use.these.tools..Additionally,.teach-
ers.requested.a.requirement.for.all.staff.to.use.School.
Loop.consistently..Using.School.Loop.would.allow.teach-
ers.to.supplement.communication.with.families.about.
student.progress;.Data.Director.can.support.assessments.
and.target.instruction.to.areas.where.students.need.addi-
tional.support..
Student Supportsoo Some.informal.tutoring.opportunities,.such.as.peer.tutor-
ing,.are.available,.but.lack.of.funding.has.closed.down.
formal.and.teacher-led.tutoring..Teachers.are.frustrated.
this.resource.is.unavailable.to.students.who.need.addi-
tional.help.
oo The.only.formalized.supports.during.the.instructional.day.
exist.for.students.who.have.not.passed.the.CAHSEE.in.
English.and/or.math..
oo Teachers.would.like.additional.structured.opportuni-
ties,.possibly.through.expanded.course.offerings,.to.help.
students.develop.their.talents,.interests,.and.abilities.so.
they.can.be.better.informed.about.what.to.pursue.after.
high.school.
oo CHS.has.no.consistent.policy.with.regard.to.helping.
students.remediate.skills.during.a.course..Some.teachers.
require.tutoring.for.struggling.students,.while.others.leave.
it.to.the.student.to.take.the.initiative;.this.may.prevent.
some.students.from.receiving.necessary.supports..
• teacher VoiceS •
“I encourage my students to continue their education post high school. I emphasize that high school should never be seen as the end, but rather a step in the process.”
“We want our courses to be more rigorous, and not just be a place where kids go, but a place where kids are going and learning, and supporting the academics… how can we keep up with what’s going on in industry, and how can we keep our [CTE] classes relevant and rigorous so that we’re supporting what else is going on in school?”
The educaTion TrusT–wesT | carlSBad | March 2010 27
counselor Focus GroupFive.of.the.six.counselors.at.CHS.attended.the.focus.
group..The.counselors.shared.their.experiences.working.with.
students.and.provided.insights.into.their.role..They.said.they.
were.committed.to.maintaining.a.nurturing.environment.
and.suggested.what.improvements.were.necessary.to.help.
prepare.all.students.for.postsecondary.success..
Most.said.students.would.succeed.if.the.full.A-G.course.
sequence.was.aligned.with.graduation.requirements,.yet.they.
expressed.concern.that.students.who.are.far.behind.in.either.
credits.or.skills.would.require.additional.supports.
Other.findings.from.the.counselor.focus.group.include.
the.following:
Current Opportunities for College and Career Preparation
oo Weekly.visits.from.representatives.of.two-year.and.four-
year.colleges.and.universities.are.helpful,.as.are.speakers.
from.various.fields.who.inform.students.of.career.oppor-
tunities.and.provide.information.about.how.to.prepare.
for.these.careers.
oo Parent.workshops.with.information.about.college.admis-
sion.requirements,.financial.aid,.and.scholarships.are.
offered.periodically.throughout.the.school.year.to.help.
families.stay.informed.and.involved.in.their.students’.
postsecondary.pursuits.
Course Offeringsoo Counselors.would.like.to.see.a.seventh-period.option.for.
students.to.enroll.in.additional.coursework.for.remedia-
tion.or.advancement.
oo Summer.school.provides.some.opportunities.for.mak-
ing.up.failed.courses,.but.course.offerings.are.limited..
Expanding.to.including.both.higher.level.courses.as.well.
as.other.subject.areas.would.benefit.all.students..
oo Course.completion.for.A-G.sequence.can.be.affected.
by.schedule.conflicts;.students.may.complete.necessary.
coursework.at.the.nearby.community.college.instead.
Student Supportsoo Most.teachers.offer.time.outside.of.the.regular.school.day.
for.tutoring.in.specific.subject.areas.for.struggling.stu-
dents.
oo The.peer.tutoring.program.offers.sessions.during.lunch.
and.after.school.for.struggling.students.to.receive.assis-
tance.from.selected.upperclassmen.with.strong.academic.
credentials.
oo The.AvID.program.provides.additional.skills.and.support.
for.students.who.require.individualized.attention.
oo Students.who.receive.a.failing.grade.on.progress.reports.
meet.with.counselors.individually.to.develop.strategies.
for.improving.academic.skills.or.performance.
oo Credit.recovery.options.are.somewhat.limited,.mainly.
through.summer.school.or.through.enrollment.at.the.
continuation.high.school.or.independent.study.program.
Counselor Expectationsoo Counselors.are.not.directly.involved.in.the.creation.of.the.
master.schedule;.course.offerings.typically.are.determined.
by.department.chairs.
oo Resolving.scheduling.issues.occupies.the.majority.of.
counselors’.time.during.the.first.few.weeks.of.each.semes-
ter.
oo Counselors’.program.responsibilities,.such.as.workshop.
planning,.AP.test.coordination,.and.college.and.career-
representative.visits,.often.leave.counselors.with.inad-
equate.time.to.meet.with.students.on.an.individual.basis.
• counSelor VoiceS •
“This is only the second year that we’ve placed all freshmen into biology – before some students were put into a lower science course – and the students have risen to that higher expectation.”
“Students need opportunities to be exposed to rigorous coursework, even it is more chal-lenging.”
28 The educaTion TrusT–wesT | carlSBad | March 2010
Parent Focus GroupEleven.parents.attended.the.focus.group.on.campus..Their.
students.were.in.college-prep,.AP/honors,.and.ELL.courses;.
no.parents.with.students.in.special.education.attended..The.
parents.shared.their.experiences.regarding.teachers,.counsel-
ors,.and.administrators.and.provided.insight.into.the.educa-
tion.their.students.were.receiving..
Parents’.comments.were.generally.positive,.and.most.
believe.their.students.are.being.served.well..They.said.they.
liked.the.School.Loop.tool.but.suggested.many.students.and.
families.could.benefit.from.additional.outreach.on.the.part.
of.CHS..They.expressed.satisfaction.with.the.strong.course.
offerings.in.visual.and.performing.arts.as.well.as.the.oppor-
tunities.for.some.students.to.pursue.a.highly.rigorous.course.
sequence.in.high.school..
Parents.perceived.differences.in.student.experiences.with.
regard.to.course.offerings,.curricular.support,.and.opportuni-
ties.for.all.students.to.feel.connected.to.CHS—in.particular,.
students.who.may.be.the.first.in.their.families.to.pursue.col-
lege,.those.whose.primary.language.is.not.English,.or.those.
who.have.struggled.academically.through.their.school.career.
Other.findings.from.the.parent.focus.group.include.the.
following:
College and Career Preparationoo Some.parents.suggested.more.rigorous.graduation.require-
ments.would.benefit.all.students,.provided.the.additional.
support.some.students.need.is.part.of.that.change.
oo Parents.who.said.they.believed.all.students.could.succeed.
with.graduation.requirements.that.are.aligned.with.A-G.
course.requirements.expressed.concern.that.such.a.shift.is.
currently.impossible.because.of.scheduling.constraints.
oo Several.parents.expressed.concern.that.scheduling.difficul-
ties.forced.their.students.to.complete.courses.at.the.com-
munity.college.to.meet.college.admission.requirements..
These.parents.said.such.courses.should.be.more.available.
to.students.within.the.regular.school.day.
oo Parents.said.the.pressure.on.students.to.achieve.at.
extremely.high.levels.has.increased.dramatically.since.
their.generation.attended.high.school..Some.expressed.
concern.about.their.students.doing.too.much—enrolling.
in.multiple.AP.courses.or.pursuing.competitive.sports.or.
performing.arts—and.not.enjoying.high.school.enough.
oo Parents.were.generally.aware.that.CHS.offers.career.tech-
nical.education.classes,.but.none.had.students.currently.
enrolled.in.any.courses..They.expressed.concern.that.CTE.
courses.are.perceived.more.as.elective.courses.rather.than.
vocational.training.for.students.to.develop.tangible.skills..
Supports for Students and Familiesoo Parents.said.a.course.should.be.available.to.help.students.
plan.their.four.years.at.CHS.so.they.are.aware.of.what.
they.need.to.succeed.after.high.school.
oo Parents.said.School.Loop.helps.them.to.stay.up.to.date.
with.their.students’.courses.but.that.not.all.teachers.or.
classes.are.housed.on.the.Web.site..This.makes.it.difficult.
to.stay.informed.about.expectations,.coursework,.and.
exams..They.recommended.school.administrators.expect.
all.teachers.to.use.School.Loop.consistently.
• Parent VoiceS •
“That was the disparity that my son [saw] when he had two or three APs and decided not to take the AP History. It was, you know, it was a cake walk and it wasn’t as interesting, and it was just too easy…It was one of those classes that was kind of a throw-away.”
“As an owner of a business, an engineering firm, the more Math you give your students, the better. And, as an employer, I know [we] would like to see people that are...even the ones that are high school graduates and do not attend college, [we] would like to see more Math.”
“Yeah, maybe everybody, if we pushed them a little bit more, or offered them [support], then, you know, they will certainly benefit from higher graduation requirements.”
“There seems to be strong support for high achievers and low learners, but there needs to be more support for the student in between.”
The educaTion TrusT–wesT | carlSBad | March 2010 29
oo Parents.also.noted.that.not.all.parents.and.families.have.
access.to.School.Loop.and.that.the.school.must.remain.
vigilant.to.reach.out.to.all.students.through.other.meth-
ods.
oo While.no.parents.had.students.in.the.AvID.program,.they.
did.express.positive.regard.for.it..Their.knowledge.of.the.
program.was.somewhat.limited,.but.they.did.know.that.
some.students.in.AvID.were.having.positive.results.
School Climateoo Parents.said.plenty.of.opportunities.existed.for.students.
to.get.involved.and.feel.connected.to.CHS.but.that.a.sig-
nificant.group.of.students.are.still.able.to.“fly.below.the.
radar,”.essentially.unnoticed.by.staff.
oo While.many.students.have.parents.who.are.invested.in.
preparing.them.for.college.admission,.students.who.lack.
support.from.home.may.not.receive.it.from.the.school.
college-Going culture Survey resultsThese.surveys.provided.an.opportunity.for.members.of.
the.various.focus.groups.to.express.their.views.anonymously..
Results.show.that.all.teachers.do.not.believe.all.CHS.stu-
dents.have.the.ability.to.move.on.to.postsecondary.educa-
tion.after.graduation..Teachers.also.expressed.uncertainty.
about.whether.all.students.even.wanted.to.attend.college.
and.whether.all.students.were.aware.of.the.requirements.for.
college.admission..This.slightly.contradicts.their.assertion.in.
the.focus.groups.that.most.teachers.believe.school.staff.are.
well.informed.about.college.requirements.and.provide.ample.
information.to.students.and.families.about.these.require-
ments..
Most.teachers.in.the.survey.felt.that.college.attendance.
was.a.personal.goal.they.held.for.students,.but.they.did.not.
perceive.this.goal.to.be.schoolwide..In.addition,.no.consen-
sus.emerged.about.whether.the.level.of.academic.rigor.was.
truly.preparing.students.for.postsecondary.success..Teachers.
perceived.counselors.to.be.somewhat.involved.in.college.and.
career.preparation.for.all.students..
For.their.part,.most.counselors.in.the.survey.said.they.
believed.all.CHS.students.were.capable.of.entering.college.
after.graduation,.but.they.were.concerned.that.some.courses.
are.not.rigorous.enough.to.make.this.a.reality.for.all.stu-
dents..They.stated.that.CHS.has.a.schoolwide.culture.that.
promotes.college-going.for.most.students,.though.not.neces-
sarily.for.all.students..Although.the.department.as.a.whole.
focuses.on.college.preparation.for.all.students,.counselors.
stated.that.they.do.not.currently.have.a.guidance.curriculum.
to.facilitate.this..They.also.currently.lack.an.effective.sys-
tem.of.monitoring.students’.progress.through.high.school..
Finally,.the.counselors.stated.that.they.do.not.have.the.
opportunity.to.meet.regularly.with.all.of.their.students,.as.
their.caseloads.are.too.large.to.allow.them.to.do.so.
All.surveyed.parents.stated.that.their.child.has.plans.to.
attend.college.and.will.succeed.there..A.significant.portion.of.
parents.said.they.were.uninformed.about.the.college-applica-
tion.process.before.their.child.entered.high.school,.and.a.few.
of.those.parents.said.counselors.helped.in.this.regard..They.
said.they.were.grateful.for.the.opportunities.to.meet.with.col-
lege.admissions.staff.at.the.school..Not.all.parents.believed.
the.school.was.making.adequate.efforts.to.reach.out.to.par-
ents.who.do.not.speak.English.as.their.primary.language..
There.were.mixed.opinions.about.whether.all.students.
have.access.to.rigorous.coursework.and.whether.the.current.
mix.of.courses.adequately.prepares.students.for.college-level.
work..In.addition,.opinions.differed.about.whether.the.
school.culture.supports.all.students.pursuing.college.as.a.
goal.and.whether.the.beliefs.of.the.adults.are.aligned.to.this.
goal..
community conversation . A.community.conversation.was.held.at.Carlsbad.
High.School.on.December.8,.2009..In.attendance.were.the.
superintendent.and.other.district.personnel,.teachers.from.
elementary.and.secondary.schools,.members.of.the.local.
community.college.system,.and.parents.and.community.
members.from.the.Carlsbad.area..ETW.reviewed.the.district’s.
current.status,.focusing.particularly.on.the.high.school..This.
provided.an.opportunity.to.celebrate.the.school’s.successes.
and.to.discuss.the.possibilities.for.continued.growth..
After.this.discussion,.two.break-out.groups.were.formed.
to.discuss.further.the.implications.of.current.levels.of.student.
preparation.and.how.best.to.address.growth.areas..Both.
groups.provided.suggestions,.some.for.the.high.school.and.
others.for.the.district..These.recommendations.will.help.
guide.the.creation.and.implementation.of.the.blueprint.for.a.
college.and.career-preparatory.curriculum.for.all.students.
30 The educaTion TrusT–wesT | carlSBad | March 2010
Recommendations for Carlsbad High School oo Increase.graduation.requirements.to.align.with.the.A-G.
requirements.
oo Build.stronger.collaboration.among.teachers.to.improve.
teaching.and.learning.for.all.students.
oo Reconsider.the.counselor’s.role,.and.ensure.they.know.
how.to.support.high.expectations.
oo Improve.communication.from.the.school.to.parents.to.
inform.them.about.student.progress.by.using.School.
Loop.more.effectively.
oo Encourage.continued.and.expanded.parental.involve-
ment,.using.various.forms.of.communication.in.the.
home.language,.as.needed.
Recommendations for Carlsbad Unified School District
oo Create.a.K-12.effort.that.focus.on.college.and.career.
preparation.for.all.students.
oo Provide.meaningful.professional.development.for.all.
staff.
oo Engage.the.entire.community,.including.local.businesses,.
to.promote.increased.investment.in.education.
oo Elect.district.leaders.who.represent.the.diverse.commu-
nity.of.Carlsbad.
oo Educate.all.parents.about.options.after.high.school.to.
ensure.informed.decision.making.
oo Increase.support.offered.to.students.who.struggle,.includ-
ing.English-language.learners.and.special.education.
students
vii: audit componEnt #5: ExamininG inStitutional practicE
ETW.surveyed.various.district.departments.to.gather.data.
for.the.Educational.Opportunity.Audit..The.primary.purpose.
was.to.examine.factors.that.directly.and.indirectly.affect.the.
district’s.ability.to.provide.a.rigorous.college.and.career-pre-
paratory.curriculum.for.all.students..Department.representa-
tives.completed.the.surveys,.the.results.of.which.appear.here..
Additional.information.came.from.the.School.Accountability.
Report.Card.for.the.2008-09.school.year..Areas.surveyed.
included.the.following:
.
oo budGet:.The.funding.survey.identified.all.current.fund-
ing.sources.for.the.high.school.within.the.district.budget,.
including.categorical,.federal,.and.any.external.funds.
provided.to.the.school..
oo CurriCuLum and instruCtion:.This.review.
examined.district.policies.and.practices.affecting.the.high.
school,.including.the.textbook-adoption.process,.bench-
mark-assessment.practices,.curriculum.calibration,.and.
backward-mapping.
oo professionaL deveLopment:.The.professional.
development.survey.identified.district.and.school.initia-
tives.and.structures.to.support.teacher.training..
oo speCiaL popuLations and student supports,
safety nets, and interventions:.These.two.sur-
veys.identified.CHS’s.differentiated.programs,.supports,.
and.accommodations.for.English-language.learners.and.
special.education.students,.as.well.as.offerings.in.general.
studies.and.for.gifted.students..
oo Career teChniCaL eduCation:.This.survey.iden-
tified.the.existing.courses.and.pathways.available.to.
students..This.includes.both.on-campus.and.off-campus.
course.offerings,.as.well.as.nonacademic.experiences.and.
any.certification.opportunities.for.students.to.demon-
strate.skills.development..Please.see.Audit.Component.III.
(page.X).for.these.survey.results.
The educaTion TrusT–wesT | carlSBad | March 2010 31
Findings of institutional practice
BudgetCUSD.is.a.basic.aid.district..CHS.receives.state,.federal,.
and.district.funds.for.various.purposes..The.district.makes.
funds.available.for.school.maintenance.and.improvement.
projects..California.Proposition.P,.passed.in.2006,.provides.
CUSD.with.approximately.$200.million.generated.through.
increased.property.development.fees..These.funds.are.to.be.
used.to.modernize.existing.schools.and.to.construct.a.second.
comprehensive.high.school.on.district-owned.land..
The.district.also.receives.grant.monies.for.California.
School.Age.Families.Education.(Cal-SAFE),.a.block.grant.
for.art.and.music.programs,.and.the.Carl.Perkins.vocational.
Education.grant..During.the.2005-06.school.year,.CHS.
received.a.five-year,.$1.million.grant.from.the.U.S..Depart-
ment.of.Education.to.develop.smaller.learning.communi-
ties..Categorical.funds.support.students.through.specialized.
programs.such.as.AvID.and.GATE..Summer.school.is.funded.
for.remediation.purposes.and.is.determined.by.Average.Daily.
Attendance.(ADA).calculations.
Although.funds.remain.available.for.CHS.renovations.and.
building.the.new.high.school,.the.overarching.California.
fiscal.crisis.has.led.to.a.feeling.of.uncertainty.by.school.and.
district.personnel..Budget.limitations.have.postponed.any.
opportunities.to.sustain.or.expand.such.programs.as.after-
school.tutoring.and.employee.buy-back.professional.devel-
opment.days.
curriculum and instructionA.district.survey.examined.the.curriculum,.new.initiatives,.
benchmark.testing,.textbooks,.and.implementation.of.the.
state.standards..To.ensure.greater.consistency,.CUSD.is.in.the.
process.of.aligning.curricula.more.closely.with.instruction.
and.assessment..
Curriculum.calibration.between.middle.and.high.school.
courses.has.occurred.recently,.with.several.departments.
participating.in.the.process—including.English.language.
arts,.mathematics,.and.visual.and.performing.arts..Other.
departments.also.may.be.recalibrating.their.curricula.but.
are.doing.so.in.a.less.formal.manner..Progress.has.occurred.
with.both.vertical.and.horizontal.curriculum.mapping.and.
will.continue..Standardized.course.descriptions,.summative.
benchmarks,.and.improved.articulation.have.been.and.will.
continue.to.be.the.focus.for.this.ongoing.process..Bench-
mark.testing.occurs.each.semester,.as.students.complete.final.
exams.to.demonstrate.proficiency.in.each.subject.area.
The.district.also.is.progressing.toward.a.more.systematic.
use.of.data.to.ensure.consistent.instruction.for.all.teachers.
and.departments..Teachers.manage.data.using.Data.Director,.
which.allows.them.to.input.current.student-assessment.data..
Retrieval.of.past.assessments.is.also.available..The.program.
is.available.to.teachers.via.their.desktop.computers..It.is.
unclear.whether.schoolwide.use.of.Data.Director.currently.is.
the.practice..
ETW.examined.the.district.textbook.lists..Some.text-
books.were.printed.several.years.ago.and.may.be.outdated..
The.district.has.developed.a.process.for.textbook.adoption,.
beginning.with.departments.collaborating.and.then.propos-
ing.changes.to.the.Coordinating.Council.(CC)..The.CC.then.
recommends.selected.texts.to.the.school.board.for.official.
approval.
Professional developmentCUSD.is.moving.toward.formally.implementing.the.
National.Staff.Development.Council.Standards.for.Profes-
sional.Development..The.aim.is.to.focus.efforts.on.ongo-
ing,.systemic.collaboration.that.considers.teachers’.needs.to.
provide.students.with.a.meaningful.educational.experience..
The.district’s.current.policy.is.to.reserve.three.days.each.year.
solely.for.professional.development.purposes..
Early.release.days.occur.regularly..These.allow.department.
staff.to.collaborate.formally;.in.addition,.some.departments.
meet.regularly.after.school.for.planning..No.districtwide.
structures.exist.for.K-12.collaboration..
Other.professional.development.in.the.district.includes.
AB.75/SB.472.training.for.certain.CHS.teachers..This.training.
focuses.on.differentiation,.SDAIE,.and.AvID.training.for.ELL.
instructors,.as.well.as.training.in.use.of.Data.Director.and.
School.Loop..Collaborative.teaching.and.articulation.groups.
also.have.been.addressed.through.districtwide.initiatives..
Many.teachers.attend.subject-area.or.program-specific.train-
ing.on.their.own.time.and.typically.at.their.own.expense.
PD.Express.program,.an.online.professional.development.
management.system,.is.inactive.because.the.AB.825.Profes-
sional.Development/Buyback.program.has.been.discon-
tinued..In.the.previous.school.year,.however,.the.district.
required.22.5.hours.of.professional.development.for.each.
teacher;.these.hours.could.be.completed.through.a.various.
workshops,.conferences,.and.other.professional.development.
activities.offered.through.the.district.
32 The educaTion TrusT–wesT | carlSBad | March 2010
special PopulationsspeCiaL eduCation:.CHS.offers.special.education.
services.for.students.who.are.severely.handicapped,.Certifi-
cate-Bound.(formerly.Special.Day.Class),.Diploma-Bound.
(formerly.Resource.Specialist.Program),.deaf/hard.of.hearing,.
and.emotionally.disturbed..Additionally,.a.speech/language.
therapist.and.a.psychologist.are.available.for.students.who.
require.such.assistance..Although.special.education.students,.
aides,.and.teachers.are.classified.separately,.they.are.fluid.
between.each.level.of.study.and.type.of.program..Aides.and.
teachers.are.all.able.to.adapt.to.teach.and.support.different.
classes.at.different.levels.within.the.department,.as.students’.
needs.dictate..CHS.utilizes.a.co-teaching.model,.which.
includes.shared.teaching.(for.science.and.math),.collabora-
tive.curriculum.preparation,.and.small-group.support.
Special.education.students.have.access.to.a.college.and.
career-preparatory.curriculum,.based.on.their.individual.
ability.and.any.accommodations.made.in.their.Individual-
ized.Education.Plan.(IEP)..Whenever.possible,.students.are.
required.to.complete.college-preparatory.coursework.to.earn.
a.high.school.diploma..Some.special.education.students.
have.the.option.for.exemption.from.CAHSEE.testing.and.a.
differentiated.diploma,.specifically.a.certificate.of.comple-
tion,.if.necessary.
enGLish-LanGuaGe Learners:.Slightly.fewer.than.
5.percent.of.Carlsbad.High.School.students.are.classified.as.
English-language.learners..Students.who.are.still.developing.
their.English.skills.have.the.opportunity.to.take.core.classes.
in.a.“sheltered”.format.in.order.to.support.their.specific.
language.needs..CUSD.employs.five.English-language.devel-
opment.specialists.who.are.shared.among.the.schools;.one.
works.solely.at.Carlsbad.High..The.process.of.monitoring.
current.and.reclassified.ELL.students.was.not.included.in.the.
survey.
Gifted and taLented eduCation:.To.provide.chal-
lenges.to.students.who.achieve.and.learn.at.higher.rates,.the.
district.offers.a.Gifted.and.Talented.Education.(GATE).pro-
gram..High.school.students.can.take.honors.and.Advanced.
Placement.courses.
student supports, safety nets, and interventionsCAHSEE.Support:.For.students.who.have.failed.to.pass.
either.or.both.of.the.English.language.arts.and.math.por-
tions.of.CAHSEE,.support.courses.are.available.in.eleventh.
and.twelfth.grade..One.class.section.taught.by.credentialed.
teachers.for.each.subject.is.offered.during.the.school.day..
In.addition,.a.structured,.lunch-time.tutoring.program.was.
established.in.fall.2009.under.the.guidance.of.CAHSEE.
intervention.specialists..These.specialists.also.work.with.
English-language.development.specialists,.math.support,.and.
the.CAHSEE.support.classes.to.assist.students.with.remedia-
tion.needs..
summer sChooL:.Summer.school.is.offered.for.stu-
dents.who.earned.grades.of.D.or.F.in.coursework;.for.some.
students,.enrollment.in.summer.school.is.mandatory.to.
advance.to.the.next.level.in.a.subject..Routine.advancement.
is.not.available.through.summer.school.offerings..
avid:.The.Advancement.via.Individual.Determination.
(AvID).program.consists.of.up.to.four.years.of.a.year-long.
course,.culminating.in.a.senior.seminar..Students.are.typi-
cally.identified.in.middle.school,.provided.they.fit.the.AvID.
program.admission.requirements..They.join.the.AvID.pro-
gram.once.they.enroll.at.CHS..All.ninth-grade.AvID.students.
enroll.in.English.9.Honors,.and.all.are.encouraged.to.enroll.
in.AP.U.S..History.in.eleventh.grade.
GeneraL eduCation students:.Generally,.interven-
tions.and.support.systems.are.available.to.students.on.an.
as-needed.basis..Individual.tutoring.or.assistance.from.teach-
ers.is.available.before.and.after.school,.as.well.as.informally.
during.lunch..
peer tutorinG:.Junior.and.seniors.with.high.GPAs.
who.are.also.“peer.leaders”.provide.peer.tutoring.to.students.
who.are.struggling.in.their.course.work..The.tutors.use.the.
AvID.tutoring.program.model.and.are.required.to.partici-
pate.in.a.certain.amount.of.sessions.during.the.school.year..
Students.who.attend.tutoring.sessions.have.the.option.of.
attending.either.during.lunch.or.after.school.and.have.the.
flexibility.to.choose.the.peers.with.whom.they.work.
The educaTion TrusT–wesT | carlSBad | March 2010 33
aLternative eduCation:.CUSD’s.continuation.high.
school.program,.Carlsbad.village.Academy.(CvA),.provides.
opportunities.for.students.in.grades.10-12.who.are.behind.in.
earning.credits.for.graduation,.desire.a.smaller.school.setting,.
or.have.experienced.academic.or.behavioral.problems..Most.
students.who.enroll.at.CvA.come.voluntarily,.though.some.
do.so.as.a.result.of.involuntary.transfer.by.school.admin-
istration..Embedded.into.the.curriculum.are.supports.or.
career.counseling,.work.experience,.and.other.opportunities.
for.students.to.set.goals..Students.can.either.earn.their.high.
school.diploma.from.CvA.or.transfer.to.CHS.for.the.follow-
ing.semester.
viii. nExt StEpS
The.Educational.Opportunity.Audit.can.be.an.important.
and.enlightening.tool.for.the.CHS.reform.efforts..This.final.
audit.report.is.designed.to.serve.as.the.baseline.for.the.devel-
opment.of.the.“Blueprint.for.Implementation.of.the.College-
Ready.and.Career-Ready.Curriculum”.for.all.students..This.
action.plan.will.describe.in.detail.what.must.occur.to.trans-
form.current.course-taking.patterns.so.that.all.CHS.students.
are.enrolled.in.the.full.complement.of.courses.required.to.be.
ready.for.a.variety.of.postsecondary.options..
Given.all.of.the.information.revealed.in.the.Educational.
Opportunity.Audit.regarding.curriculum.and.instruction,.
funding,.professional.development,.facilities,.special.popula-
tions,.stakeholder.concerns.and.attitudes,.and.revelations.
about.the.college-going.culture.in.the.district.and.commu-
nity,.the.question.becomes:.How.will.the.CUSD.go.from.
where.it.currently.is.to.where.it.wants.to.go?.
Many.important.educational.concepts.are.embedded.in.
the.strategic.priorities.and.vision.of.the.district..CUSD.can.
build.upon.these.concepts.to.make.the.high.school.experi-
ence.a.gateway.to.a.meaningful.career.or.postsecondary.
training.for.every.graduate..In.addition,.the.foundation.for.a.
traditional.college-preparatory.curriculum.is.strong.and.can.
easily.be.expanded.and.enriched.for.all.students.
34 The educaTion TrusT–wesT | carlSBad | March 2010
ix. implicationS For BluEprint
It.is.not.the.intent.of.The.Education.Trust–West.to.carve.
out.a.list.of.specific.recommendations.to.be.included.in.the.
blueprint..We.anticipate.that.the.enormous.amount.of.infor-
mation.in.the.audit.report.will.spark.meaningful.conversa-
tions.about.the.high.school.redesign.and.will.drive.the.work.
in.the.future..Nevertheless,.numerous.recurring.themes.have.
emerged.from.the.audit.that.should.guide.the.blueprint-
development.process.
curriculum and instruction
1.. aLiGn Chs Graduation requirements with
the uC/Csu a-G requirements..Research.demon-
strates.that.no.divide.should.exist.between.the.knowl-
edge.and.skills.students.should.be.required.to.master.
to.prepare.for.college.and.a.career..This.will.be.accom-
plished.through.increasing.mathematics.requirements.
up.to.Algebra.2,.requiring.all.English.and.lab.science.
coursework.to.be.college.preparatory,.and.requiring.two.
years.of.a.world.language.in.addition.to.one.year.of.a.
visual.and.performing.arts.course.
2.. aLiGn aLL Cte Courses with uC/Csu a-G
requirements..The.strength.of.the.Career.Technical.
Education.department.is.evident.and.could.be.bolstered.
further.through.UCOP.approval.of.courses..Submitting.
CTE.courses.for.approval.to.UC/CSU.will.increase.the.
college.and.career-preparatory.course-taking.options.for.
students..Evaluate.current.CTE.pathways.for.academic.
rigor.and.adequate.skill.development.for.certification.or.
other.opportunities.to.demonstrate.proficiency..Elimi-
nate.any.courses.that.do.not.provide.students.with.the.
skills.and.knowledge.to.go.into.that.career.after.high.
school..Ensure.all.students.have.both.access.and.success.
in.the.most.rigorous.CTE.paths.
3.. examine the master-sCheduLe proCess..The.
master.schedule.must.ensure.that.all.students.have.the.
opportunity.and.the.time.to.take.the.courses.they.need.
for.postsecondary.success..Any.necessary.interventions.
should.not.prevent.students.from.taking.other.required.
coursework..Involving.the.counseling.department.in.
developing.the.master.schedule.will.help.ensure.that.
students’.needs.have.the.highest.priority.with.course.and.
section.offerings..Eliminating.any.core.academic.courses.
that.do.not.meet.UC/CSU.A-G.requirements.will.ensure.
equal.access.to.college.preparatory.courses..Also,.updat-
ing.the.list.of.UCOP-approved.courses.offered.at.CHS.on.
the.Doorways.website.will.allow.for.informed.decision-
making.about.course.selection..Additionally,.increase.
senior.year.rigor.by.requiring.all.12th.grade.students.
enroll.in.at.least.5.academic.courses.
4.. examine GradinG poLiCies..Standardized.grading.
criteria.do.not.exist,.particularly.between.courses.taught.
during.the.regular.school.year.and.those.taught.during.
summer.school..In.addition,.D’s,.while.earning.students.
credit,.do.not.allow.students.to.meet.the.A-G.require-
ments.
5.. open aCCess to advanCed pLaCement and
honors Courses..Students.must.be.given.the.
opportunity.to.take.the.more.rigorous.AP.and.honors.
courses..In.line.with.developing.a.college-going.culture,.
opening.access.to.these.courses.assists.in.creating.high.
expectations.for.all.students..A.thoughtful.and.systemic.
outreach.program.should.be.established.to.encourage.
underserved.students.to.enroll..Students.who.are.willing.
to.challenge.themselves.in.more.rigorous.coursework.
such.as.AP/Honors.courses,.but.who.may.lack.the.foun-
dation.to.succeed.in.these.classes,.should.receive.special.
support.to.allow.them.to.take.advantage.of.such.course.
offerings.at.CHS..All.students.must.have.equal.oppor-
tunity.to.pursue.the.most.rigorous.course.sequence.
possible.
professional development
6.. evaLuate and impLement sChooLwide profes-
sionaL deveLopment..As.the.district.shifts.to.requir-
ing.A-G.for.all,.staff.members.will.need.support.to.reach.
this.goal..In.doing.so,.current.professional.development.
opportunities.must.be.evaluated.for.both.effectiveness.
and.support.in.the.district’s.goal.of.ensuring.all.students.
are.ready.for.college.and.career..The.district.must.focus.
on.professional.development.that.supports.teachers.in.
the.use.of.data.to.determine.students’.weaknesses.and.
correspondingly.what.teachers.can.do.differently.in.the.
classroom.to.support.the.students.
The educaTion TrusT–wesT | carlSBad | March 2010 35
7.. expand the use of sChooL Loop and data
direCtor..Both.programs.can.serve.as.powerful.tools.
to.assist.teachers.with.instruction.and.in.communication.
with.families.about.students’.progress..
8.. Coordinate middLe sChooL and hiGh
sChooL CurriCuLa..Strategic.and.regular.meet-
ings.need.to.occur.between.these.two.levels.to.address.
course.alignment,.skill.gaps,.and.planning..This.practice.
has.begun.with.some.academic.departments.and.must.
expand.to.all.others..Such.collaboration.between.the.two.
levels.will.help.provide.all.students.with.the.preparation.
they.need.to.transition.into.high.school.ready.to.enroll.
and.succeed.in.a.rigorous.curriculum.
student supports
9.. examine how to meet the needs of speCiaL
popuLations..Examine.ELL.and.special.education.
courses.to.make.sure.students.have.opportunities.to.
meet.A-G.requirements..In.particular,.examine,.and.
rework.as.needed,.the.instructional.program.offered.to.
ELLs.to.ensure.they.have.clear.pathways.to.meet.A-G.
requirements..These.students.will.need.extra.support.
to.succeed..Give.special.education.students.access.to.
college-prep.coursework.
10.. deveLop a CoLLeGe-GoinG CuLture distriCt-
wide..The.college-going.emphasis.needs.to.be.systemic,.
K-12,.with.the.goal.of.helping.every.student.reach.col-
lege..Well.before.high.school,.students.must.be.intro-
duced.to.career.options.and.college-eligibility.require-
ments..In.high.school,.all.students.should.be.prepared.
to.complete.the.UC/CSU.A-G.course.requirements..CHS.
has.an.impressive.college.and.career.resource.center.
with.information.for.students.and.families..This.should.
expand.to.provide.support.and.guidance.in.navigating.
the.college.admission.and.financial.aid.processes.to.all.
CHS.students..
11.. evaLuate intervention and support pro-
Grams..Although.several.intervention.options.exist.for.
students.who.struggle.academically,.not.all.interventions.
are.formally.evaluated.for.effectiveness..A.systematic.
process.will.ensure.replication.of.successful.practices.
and.allow.removal.of.those.that.do.not.serve.students..
Two.other.aspects.of.interventions.need.attention:.how.
students.are.identified.and.placed.into.interventions.and.
how.they.transition.out.of.interventions.once.they.have.
developed.mastery.of.a.given.skill.
12.. impLement an eduCationaL advisory period..
A.discrete.advisory.period.can.be.an.opportunity.for.
teachers.to.assist.students.in.their.educational.pursuits..
They.can.explore.college.and.career.options.together,.or.
students.can.obtain.help.in.a.specific.subject.in.which.
they.are.struggling..This.process.must.be.very.thoughtful.
and.purposeful.to.ensure.it.does.not.become.a.waste.of.
time.for.students.and.teachers.
other
13.. Evaluate.current.staffing..As.the.districts.moves.toward.
a.college.and.career.preparatory.curriculum.for.all.
students,.the.district.must.ensure.that.it.has.enough.cre-
dentialed.teachers.on.staff..The.areas.of.highest.need.will.
be.science.and.world.language..Science.teachers.can.only.
teach.the.subject.area.(biology,.chemistry,.etc.).in.which.
they.are.credentialed..Currently,.CUSD.only.requires.
one.year.of.world.language.OR.a.visual.and.performing.
arts.course..When.the.districts.moves.to.requiring.all.
students.to.take.two.years.of.a.world.language,.more.of.
these.teachers.will.be.needed.to.accommodate.addi-
tional.section.offerings.
36 The educaTion TrusT–wesT | carlSBad | March 2010
appendicesappEndix a
Board of trustees carlsbad unified School disctruct
Resolution # 50-0809 to Create Educational Equity That Prepares All Carlsbad Graduates for Success in College and Career:
WhErEaS, the Board of Trustees of Carlsbad Unified School District is committed to ensuring that all Carlsbad students graduate with the skills, motivation, curiosity and resilience to succeed in their choice of career and college in order to lead and participate in the society of tomorrow; and
WhErEaS, the Board is further committed to eliminating the achievement gap, increasing high school graduation, reducing dropout rates, and eliminating the need for employer provided remediation and a college preparatory course sequence has been shown to promote the attainment of these goals; and
WhErEaS, the college preparatory course sequence embodied in the University of California A-G admission requirements is a rigorous life readiness curriculum that does not guarantee college admission, but rather is made up of rigorous courses teaching core skills that prepare students not only to enter college, but also to enter adult life in a changing economy and a changing world; and
WhErEaS, not all District students currently have the opportunity to pursue an array of options, including college after high school, because they do not have the necessary foundation skills or are not enrolled in rigorous preparatory coursework that ensures college and career readiness, and
WhErEaS, the completion of a college preparatory sequence in conjunction with a rigorous and relevant career and technical education program will provide Carls-bad Unified students a full array of post-secondary options;
thErEForE, BE it rESolvEd, that the Board of Trustees of the Carlsbad Unified School District support entering into a partnership with Ed Trust West for the purpose of identifying the necessary steps that must be taken to ensure equal access for all students to A-G course sequence; and
BE it FurthEr rESolvEd, that the necessary learning supports, alternative means for completion of the prescribed course sequence in order to accommodate the needs of all students, and realignment and dedication of resources necessary to ensure all students are prepared to successfully complete the college-prep course sequence; and
BE it FurthEr rESolvEd, that the Board supports the alignment and dedication of resources towards professional development that ensures that all teachers are engaged in researching, developing, and sharing rigorous and culturally relevant curriculum and effective methods for the successful implementation of the more rigorous A-G curriculum for all students; and
BE it FurthEr rESolvEd, that the Board directs the Superintendent to strengthen and sustain the vocational and career-technical education program so that it is more closely aligned with college preparatory requirements and will better prepare students for the 21st Century Skills required to be successful citizens, workers and leaders in today’s world; and
BE it FurthEr rESolvEd, that the Superintendent shall establish an implementation committee that collaborates with parents, employees and employee organiza-tions, post-secondary institutions, and other stakeholders to incorporate community involvement in the development and implementation of the District’s strategy, paying specific attention to matters such as facilities, finance, personnel, curriculum, career and technical education, and the special needs of different student populations;
BE it FurthEr rESolvEd, that the Superintendent shall report on or before October 2010, and biannually thereafter, on the progress of this implementation with respect to student outcomes and district resource allocation; and
BE it FurthEr rESolvEd, that this planning and action begin immediately after the adoption of this Resolution.
Adopted and approved by the Board of Trustees of the Carlsbad Unified School District at the regular meeting held on the 13th day of May, 2009.
President Vice President
Member Member
Member Superintendent
The educaTion TrusT–wesT | carlSBad | March 2010 37
appEndix B
data team meeting december 8, 2009
poSition namE
1. Superintendent John Roach
2. Assistant Superintendent Suzanne O’Connell
3. Assistant Superintendent Torrie Norton
4. Assistant Superintendent Walter Freeman
5. Ind. Study/ Alt. Ed Keith Holley
6. Director Pupil Services Bruce Kramer
7. Director Instructional Services. Lucy Haines
8. Director Instructional Services Devin Vodicka
9. Student Services Specialist Rosemary Eshelman
10. English Learner Services Elisa Galicia
11. GATE Facilitator Joyce Vallone
12. NCCSE Program Specialist Brent Nielsen
13. CHS Principal Maggie Stanchi
14. CHS Counselor Patsy Bentley
15. CHS Counselor Roger Brown
16. CHS Registrar Therese Dolkas
17. CHS Teacher Monica Hall
18. CHS Teacher Christine Parr
19. CHS CTE Teacher Bruce Tillman
20. CHS Teacher Karl Walker
21. CHS Teacher Alan Cusey
22. CVA Counselor Julie Redfield
23. CVA Teacher Joseph Dunn
24. AOM Principal Carolyn Millikin
25. AOM Counselor Ron Cordell
26. VMS Principal Cesar Morales
27. VMS Teacher Carleen Proctor
28. VMS Counselor Melony Schroh
29. CHM Counselor Jesse Gonzalez
30. CHM Teacher Patty Adams
31. PR Elementary Teacher Megan Smith
32. AOE Principal Kimberly Huesing
33. CHE Principal Leslie Harden
34. SDCOE Todd Langager
appEndix c
The A-G graduation rate in 2008-09, as reported to the California Department of Education (CDE), was incorrect because of a data-tagging issue within CUSD’s student information system. This miscalculation was discovered and investigated. While the number could not be resubmitted to CDE, CUSD inter-nally reports that 52.9 percent of all CHS graduates met the full A-G course sequence upon graduation.
38 The educaTion TrusT–wesT | carlSBad | March 2010
notES
1.. .Anthony.Carnevale,.Analysis.of.Current.Population.
Survey.(1992-2004).and.Census.Population.Projection.
Estimates,.2006.
2.. http://www.whitehouse.gov/the_press_office/excerpts-
of-the-presidents-remarks-in-warren-michigan-and-fact-
sheet-on-the-american-graduation-initiative/
3.. Source:.EDD,.LMID.California.2008-2010.Industry.and.
Occupational.Employment.Projections...
http://www.calmis.ca.gov/specialreports/Occ-CA-Fastest-
Growing-Industry-2008-10.pdf
4.. Achieve,.Inc.,.“Mathematics.at.Work”.series,.Washington,.
D.C.,.2008,.www.achieve.org/MathatWork.
1814 FranKlin St. , SuitE 220 oaKland, caliF. 94612
t 510/465-6444 F 510/465-0589 WWW.EdtruStWESt.orG
AboUt tHe eDUCAtion tRUst–West
the education trust–West promotes high academic achievement for all students at all levels—pre-kindergarten through college. We work alongside parents, educators, and community and business leaders across the country in transforming schools and colleges into institutions that serve all students well. lessons learned in these efforts, together with unflinching data analyses, shape our state and national policy agendas. our goal is to close the gaps in opportunity and achievement that consign far too many young people—especially those who are black, latino, American indian, or from low-income families—to lives on the margins of the American mainstream.