Executive Summary School Accountability Report Card, 2010–11

For Mark Keppel High

Address: / 501 East Hellman Ave., Alhambra, CA, 91801-5716 / Phone: / 626-943-6700
Principal: / Grace Love, Principal / Grade Span: / 9-12

This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of information related to individual public schools. Most data presented in this report are reported for the 2010–11 school year. School finances and school completion data are reported for the 2009–10 school year. Contact information, facilities, curriculum and instructional materials, and select teacher data are reported for the 2011–12 school year. For additional information about the school, parents and community members should review the entire SARC or contact the school principal or the district office.

About This School

At Mark Keppel High School (MKHS), we maintain high expectations for all students in all aspects of their personal and academic development. We maintain that all students will succeed in the classroom and demonstrate significant gains in all measures of student achievement. We demand that students develop the willingness to compete in all walks of life at their highest level. Most of all, we expect that our students will develop into leaders who contribute to their communities in the most constructive and compassionate manner.
Scholastic achievement has been, and will continue to be, the core force that shapes the vision of MKHS. We have a proud tradition of academic excellence and a long list of highly accomplished graduates. Students from MKHS move on to some of the most prestigious universities, including Yale, Harvard, Stanford, Columbia, MIT, Cal Tech, the UC’s, USC, the Claremont Colleges, Cal Art, and other top universities and programs too numerous to list.
MKHS has garnered many honors, such as the California Distinguished School Award, Exemplary Career Technical Education Program, and Title I Achievement Awards, America’s Best High Schools,and US News & World Report Silver Medals. These awards are a direct reflection of the powerful instruction and rigorous academic program that students are engaged in. Scholastic achievement is expected from all who pass through the halls of MKHS. This is demonstrated through the past Academic Performance Index scores which continue to be among the highest in the state. Additionally, over the past several years, MKHS has continued to produce numerous National Merit Scholar Finalists.
Our expectations are high and our demands are many, but I am confident you will find that graduates from MKHS will leave prepared to compete in the halls of the most challenging academic institutions and will have learned the responsibility of leadership. This we expect from all who choose to become Mark Keppel Aztecs.

Student Enrollment

Group / Enrollment
Number of students / 2,452
Black or African American / 0.3%
American Indian or Alaska Native / 0.2%
Asian / 70.6%
Filipino / 1.1%
Hispanic or Latino / 22.8%
Native Hawaiian or Pacific Islander / 0.1%
White / 2.3%
Two or More Races / 2.4%
Socioeconomically Disadvantaged / 64.6%
English Learners / 41.7%
Students with Disabilities / 5.0%

Teachers

Indicator / Teachers
Teachers with full credential / 84
Teachers without full credential / 0
Teachers Teaching Outside Subject Area of Competence / 2
Misassignments of Teachers of English Learners / 0
Total Teacher Misassignments / 2

Student Performance

Subject / Students Proficient and Above on STAR* Program Results
English-Language Arts / 63%
Mathematics / 67%
Science / 64%
History-Social Science / 60%

*Standardized Testing and Reporting Program assessments used for accountability purposes include the California Standards Tests, the California Modified Assessment, and the California Alternate Performance Assessment.

Academic Progress*

Indicator / Result
2011 Growth API Score (from 2011 Growth API Report) / 850
Statewide Rank (from 2010 Base API Report) / 9
Met All 2011 AYP Requirements / Yes
Number of AYP Criteria Met Out of the Total Number of Criteria Possible / Met 22 of 22
2011–12 Program Improvement Status (PI Year) / Year 1

*The Academic Performance Index is required under state law. Adequate Yearly Progress is required by federal law.

School Facilities

Summary of Most Recent Site Inspection
The most recent inspections by the Mark Keppel HS Plant Foreman found the site to be clean, safe, and in good repair with no major defects requiring emergency repairs.
Repairs Needed
Most repairs reported on the inspection are general maintenance or wear and tear items.
Corrective Actions Taken or Planned
Repairs will be scheduled as ongoing routine maintenance.

Curriculum and Instructional Materials

Core Curriculum Area / Pupils Who Lack Textbooks and Instructional Materials
Reading/Language Arts / 0%
Mathematics / 0%
Science / 0%
History-Social Science / 0%
Foreign Language / 0%
Health / 0%
Visual and Performing Arts / 0%
Science Laboratory Equipment (grades 9-12) / 0%

School Finances

Level / Expenditures Per Pupil (Unrestricted Sources Only)
School Site / $5,283
District / $5,259
State / $5,455

School Completion

Indicator / Result
Graduation Rate (if applicable) / 98.05

Postsecondary Preparation

Measure / Percent
Pupils Who Completed a Career Technical Education Program and Earned a High School Diploma / 28.98%
Graduates Who Completed All Courses Required for University of California or California State University Admission / 45.4%

School Accountability Report Card

Reported Using Data from the 2010–11 School Year

Published During 2011–12

Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school.

  • For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at
  • For additional information about the school, parents and community members should contact the school principal or the district office.

I. Data and Access

Ed-Data Partnership Web Site

Ed-Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that provides extensive financial, demographic, and performance information about California’s public kindergarten through grade twelve school districts and schools.

DataQuest

DataQuest is an online data tool located on the CDE DataQuest Web page at that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., state Academic Performance Index [API], federal Adequate Yearly Progress [AYP]), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners.

Internet Access

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

II. About This School

Contact Information (School Year 2011–12)
School / District
School Name / Mark Keppel High / District Name / Alhambra Unified
Street / 501 East Hellman Ave. / Phone Number / (626) 943-3000
City, State, Zip / Alhambra, CA, 91801-5716 / Web Site /
Phone Number / 626-943-6700 / Superintendent / Donna Perez
Principal / Grace Love, Principal / E-mail Address /
E-mail Address / / CDS Code / 19757131934553
School Description and Mission Statement (School Year 2010–11)
The Mark Keppel learning community is committed to helping students graduate as self-confident, ethical, resourceful life-long learners in a global society who communicate effectively, think critically and solve problems, work independently and interdependently within the school community, use available technology as a tool, and demonstrate responsible citizenship.
Opportunities for Parental Involvement (School Year 2010–11)
Parents participate on various committees that make decisions regarding the priorities and direction of the educational plan to ensure instructional programs are consistent with students’ needs and comply with the District’s goals. These committees include: Parent Teacher Student Association (PTSA), Keppel Alliance, English Language Advisory Council (ELAC), School Advisory Council (SAC), and School Site Council (SSC). Parents are also encouraged to volunteer on campus and participate in school-wide events. The school keeps parents informed of activities through newsletters, email, and telephone calls delivered in the families’ home language.
The Alhambra Unified School District sponsors the Kindergarten through College project that is designed to educate parents about the importance of preparing for college, starting with students in Kindergarten. The program a few nights of parent training that include topics such as introduction to the college system, applying to college, financial aid, and saving for college.
Student Enrollment by Grade Level (School Year 2010–11)
Grade Level / Number of Students / Grade Level / Number of Students
Kindergarten / 0 / Grade 8 / 0
Grade 1 / 0 / Ungraded Elementary / 0
Grade 2 / 0 / Grade 9 / 621
Grade 3 / 0 / Grade 10 / 645
Grade 4 / 0 / Grade 11 / 599
Grade 5 / 0 / Grade 12 / 587
Grade 6 / 0 / Ungraded Secondary / 0
Grade 7 / 0 / Total Enrollment / 2,452
Student Enrollment by Subgroup (School Year 2010–11)
Group / Percent of Total Enrollment
Black or African American / 0.3%
American Indian or Alaska Native / 0.2%
Asian / 70.6%
Filipino / 1.1%
Hispanic or Latino / 22.8%
Native Hawaiian or Pacific Islander / 0.1%
White / 2.3%
Two or More Races / 2.4%
Socioeconomically Disadvantaged / 64.6%
English Learners / 41.7%
Students with Disabilities / 5.0%
Average Class Size and Class Size Distribution (Secondary)
Subject / Avg. Class Size / 2008–09 Number of Classes* / Avg. Class Size / 2009–10 Number of Classes* / Avg. Class Size / 2010–11 Number of Classes*
1-22 / 23-32 / 33+ / 1-22 / 23-32 / 33+ / 1-22 / 23-32 / 33+
English / 32.5 / 2 / 8 / 22 / 36.94 / 22 / 17 / 50 / 30.1 / 18 / 24 / 53
Mathematics / 34.0 / 0 / 8 / 21 / 36.94 / 23 / 24 / 42 / 33.1 / 4 / 6 / 53
Science / 32.3 / 0 / 6 / 8 / 24.08 / 9 / 16 / 33 / 33.4 / 2 / 7 / 41
Social Science / 32.9 / 0 / 6 / 15 / 25.74 / 17 / 19 / 26 / 33.2 / 4 / 4 / 36

* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.

III. School Climate

School Safety Plan (School Year 2010–11)
The Safety of students and staff is a primary concern. The school complies with laws, rules, and regulations pertaining to hazardous materials and State earthquake standards. The school’s disaster drills are conducted regularlythroughout the school year. All visitors must check in at the school office and wear visitors’ badges while on school grounds. During lunch, recesses, and before and after school, yard supervisors monitor students andschool grounds, including the cafeteria and playgrounds, to ensure a safe and orderly environment.
The Comprehensive School Safety Plan was developed by the School Site Council in cooperation with local law enforcement inorder to comply with Senate Bill 187 of 1997. The plan provides students and staff a means to ensure a safe and orderly learningenvironment. Components of the Comprehensive School Safety Plan include child abuse reporting procedures, teachernotification of dangerous pupils procedures, disaster response procedures, procedures for safe ingress and egress from school,sexual harassment policy, and suspension and expulsion policies. The School Site Council evaluates the plan annually andupdates the plan as needed. The plan was last updated and reviewed with school staff in March 2010. An updated copy isavailable to the public at the school and district offices.
Suspensions and Expulsions
Rate* / School 2008–09 / School 2009–10 / School 2010–11 / District 2008–09 / District 2009–10 / District 2010–11
Suspensions / 8.08% / 5.23% / 2.57% / 8.42% / 6.31% / 2.35%
Expulsions / 1.50% / 1.33% / 0.53% / 1.55% / 1.43% / 0.30%

* The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment.

IV. School Facilities

School Facility Conditions and Planned Improvements (School Year 2011–12)
Renovations and improvements are being planned for several locations on the campus by the District’s Construction & Facilities team. Details will be available as the school year progresses.

School Facility Good Repair Status (School Year 2011–12)

System Inspected / Repair Status / Repair Needed and Action Taken or Planned
Exemplary / Good / Fair / Poor
Systems: Gas Leaks, Mechanical/HVAC, Sewer / X
Interior: Interior Surfaces / X / Some areas in the gym need patching, painting and ceiling tiles replaced.
Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation / X
Electrical: Electrical / X
Restrooms/Fountains: Restrooms, Sinks/ Fountains / X / Minor plumbing repairs needed in several areas
Safety: Fire Safety, Hazardous Materials / X
Structural: Structural Damage, Roofs / X
External: Playground/School Grounds, Windows/ Doors/Gates/Fences / X / Sections of the athletic field fence and grounds need to be repaired.
Overall Rating / X

Note: Cells shaded in black do not require data.

V. Teachers

Teacher Credentials

Teachers / School 2008–09 / School 2009–10 / School 2010–11 / District 2010–11
With Full Credential / 87 / 85 / 84 / 694
Without Full Credential / 0 / 0 / 0 / 0
Teaching Outside Subject Area of Competence (with full credential) / 8 / 1 / 2 / 10

Teacher Misassignments and Vacant Teacher Positions

Indicator / 2009–10 / 2010–11 / 2011–12
Misassignments of Teachers of English Learners / 0 / 0 / 0
Total Teacher Misassignments* / 1 / 2 / 3
Vacant Teacher Positions / 1 / 16 / 18

Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.
* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2010–11)

The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB), requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, an appropriate California teaching credential, and demonstrated core academic subject area competence. For more information, see the CDE Improving Teacher and Principal Quality Web page at:

Location of Classes / Percent of Classes In Core Academic Subjects Taught by Highly Qualified Teachers / Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers
This School / 99.66% / 0.34%
All Schools in District / 99.31% / 0.69%
High-Poverty Schools in District / 99.31% / 0.69%
Low-Poverty Schools in District / 100.00% / 0.00%

Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 25 percent or less in the free and reduced price meals program.

VI. Support Staff

Academic Counselors and Other Support Staff (School Year 2010–11)

Title / Number of FTE* Assigned to School / Average Number of Students per Academic Counselor
Academic Counselor / 5 / 490
Counselor (Social/Behavioral or Career Development) / 0
Library Media Teacher (librarian) / 1
Library Media Services Staff (paraprofessional) / 0
Psychologist / 2
Social Worker / 0
Nurse / 1
Speech/Language/Hearing Specialist / 1
Resource Specialist (non-teaching) / 0
Other / 1

Note: Cells shaded in black do not require data.
* One Full-Time Equivalent (FTE) equals one staff member working full-time; one FTE could also represent two staff members who each work 50 percent of full-time.

VII. Curriculum and Instructional Materials

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2011–12)

This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials.

Year and month in which data were collected: December 2011

Core Curriculum Area / Textbooks and instructional materials/year of adoption / From most recent adoption? / Percent students lacking own assigned copy
Reading/Language Arts / Holt, Rinehart and Winston, 2001 / Yes / 0%
Mathematics / McDougal Littell, 2008 / Yes / 0%
Science / Prentice Hall, 2007 / Yes / 0%
History-Social Science / McDougal Littell, 2006
McGraw-Hill, 2006
Prentice Hall, 2006 / Yes / 0%
Foreign Language / McDougal Littell, 2001
Prentice Hall, 2001
Heinie and Heinie, 2001
US International Press, 2001 / Yes / 0%
Health / N/A / N/A / N/A
Visual and Performing Arts / Glencoe, 2007 / Yes / 0%
Science Laboratory Equipment (grades 9-12) / N/A / N/A / N/A

VIII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2009–10)

Level / Total Expenditures Per Pupil / Expenditures Per Pupil (Supplemental / Restricted) / Expenditures Per Pupil (Basic / Unrestricted) / Average Teacher Salary
School Site / $6,515 / $1,232 / $5,283 / $73,796
District / $5,259 / $70,053
Percent Difference – School Site and District / 0.46% / 5.34%
State / $5,455 / $67,667
Percent Difference – School Site and State / -3.15% / 9.06%

Note: Cells shaded in black do not require data.
Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor.
For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at:

Types of Services Funded (Fiscal Year 2010–11)

This section provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sources.
In addition to general State funding, Alhambra Unified School District receives State and Federal categorical funding for special programs. For the 2010-11 school year, the District received approximately $1,688 per student in Federal or State aid for the following categorical, special education, and support programs:
  • Title I
  • Title II
  • Title III
  • Title IV
  • WIA
  • Migrant Education
  • Lottery Instructional Materials
  • Special Education
  • EIA/SCE
  • EIA/LEP
  • VAPA

Teacher and Administrative Salaries (Fiscal Year 2009–10)

Category / District Amount / State Average For Districts In Same Category
Beginning Teacher Salary / $35,430 / $41,035
Mid-Range Teacher Salary / $66,490 / $65,412
Highest Teacher Salary / $97,260 / $84,837
Average Principal Salary (Elementary) / $123,067 / $106,217
Average Principal Salary (Middle) / $0 / $111,763
Average Principal Salary (High) / $138,132 / $121,538
Superintendent Salary / $207,289 / $197,275
Percent of Budget for Teacher Salaries / 35.00% / 39.00%
Percent of Budget for Administrative Salaries / 5.00% / 5.00%

Note: For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at