School Accountability Report Card Reported for School Year 2007-08 Published During 2008-09

Executive Summary School Accountability Report Card, 2007-08
Oakland Military Institute, College Preparatory Academy School
Address:	3877 Lusk St. , Oakland   CA  94608	Phone:	(510) 594-3900
Principal:	Mark Ryan	Grade Span:	6  - 12

This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of school accountability. The data presented in this report are reported for the 2007-08 school year, except the School Finances and School Completion data that are reported for the 2006-07 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

The Oakland Military Institute’s singular purpose is to prepare students for nationally ranked colleges within their 7 years at the school. The school provides an important and very much needed contribution to the Oakland school system. Through an intensive academic program, students are expected to master reading, writing and math along with science and history. In keeping with the military character of the school, students are required to wear uniforms and adhere to a strict code of conduct. The Institute’s low adult-to-student ratio and extended school year exceed state requirements, allowing for the subject-matter reinforcement and character building exercises necessary for the school to realize its mission.

Student Enrollment 

Group	Percent
African American	32.23  %
American Indian or Alaska Native	%
Asian	22.71  %
Filipino	0.73  %
Hispanic or Latino	37.18  %
Pacific Islander	0.73  %
White (not Hispanic)	1.28  %
Multiple or No Response	5.13  %
Socioeconomically Disadvantaged	72  %
English Learners	40  %
Students with Disabilities	4  %

Total Number of students

546

Teachers 

Indicator	Teachers
Teachers with full credential	24
Teachers without full credential	7
Teachers Teaching Outside Subject Area of Competence	0
Misassignments of Teachers of English Learners	0
Total Teacher Misassignments	0

School Facilities 

Summary of Most Recent Site Inspection 

OMI is located in a renovated OUSD school facility in West Oakland. The site is maintained at a high level and inspected by fire/safety inspectors annually. No deficiencies currently exist.

Repairs Needed 

No repairs are needed at this time.

Corrective Actions Taken or Planned 

An on-going maintenance schedule assures a safe and clean facility.

Curriculum and Instructional Materials 

Core Curriculum Areas	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	$ 7,785
District	N/A
State	$5,300

Student Performance 

Subject	Students Proficient and Above on California Standards Tests
English-Language Arts	40%
Mathematics	29%
Science	46%
History-Social Science	21%

Academic Progress 

Indicator	Result
2008 Growth API Score (from 2008 Growth API Report)	694
Statewide Rank (from 2007 Base API Report)	3
2008-09 Program Improvement Status (PI Year)	Not in PI

School Completion 

Indicator	Result
Graduation Rate	96%

Postsecondary Preparation 

Measures	Percent of Graduates
Pupils Who Completed a Career Technical Education Program and Earned a High School Diploma	0
Graduates Who Completed All Courses Required for University of California or California State University Admission	100%

2007-08 School Accountability Report Card Report (SARC)

The School Accountability Report Card (SARC), which is required by law to be published annually, contains information about the condition and performance of each California public school. More information about SARC requirements is available at the SARC Web site. For additional information about the school, parents and community members should contact the school principal or the district office.

I. Data and Access 

DataQuest 

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

Internet Access 

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

II. About This School 

Contact Information (School Year 2008-09) 

This section provides the schools contact information. 

School		District
School Name	Oakland Military Institute, College Preparatory Academy	District Name	Oakland Unified
Street	3877 Lusk St.	Phone Number	(510) 879-8582
City, State, Zip	Oakland  , CA  94608	Web Site	www.ousd.k12.ca.us
Phone Number	(510) 594-3900	Superintendent	Vincent  Matthews
Principal	Mark Ryan	E-mail Address
E-mail Address	info@omiacademy.org	CDS Code	01-61259-0130617

School Description and Mission Statement (School Year 2007-08) 

This section provides information about the schools goals and programs. 

The Oakland Military Institute’s singular purpose is to prepare students for nationally ranked colleges within their 7 years at the school. The school provides an important and very much needed contribution to the Oakland school system. Through an intensive academic program, students are expected to master reading, writing and math along with science and history. In keeping with the military character of the school, students are required to wear uniforms and adhere to a strict code of conduct. The Institute’s low adult-to-student ratio and extended school year exceed state requirements, allowing for the subject-matter reinforcement and character building exercises necessary for the school to realize its mission.

Opportunities for Parental Involvement (School Year 2007-08) 

This section provides information about opportunities for parents to become involved with school activities.  

Parents Association meetings are held monthly. Parents Education series provides monthly meetings to help parents better support their children’s education success.

Student Enrollment by Grade Level (School Year 2007-08) 

This table displays the number of students enrolled in each grade level at the school. 

Grade Level	Number of Students
Kindergarten	0
Grade 1	0
Grade 2	0
Grade 3	0
Grade 4	0
Grade 5	0
Grade 6	86
Grade 7	101
Grade 8	93
Ungraded Elementary	0
Grade 9	76
Grade 10	80
Grade 11	61
Grade 12	49
Ungraded Secondary	0
Total Enrollment	546

Student Enrollment by Group (School Year 2007-08) 

This table displays the percent of students enrolled at the school who are identified as being in a particular group. 

Group	Percent of Total Enrollment
African American	32.23  %
American Indian or Alaska Native	%
Asian	22.71  %
Filipino	0.73  %
Hispanic or Latino	37.18  %
Pacific Islander	0.73  %
White (not Hispanic)	1.28  %
Multiple or No Response	5.13  %
Socioeconomically Disadvantaged	72  %
English Learners	40  %
Students with Disabilities	4  %

Average Class Size and Class Size Distribution (Elementary) 

This table displays by grade level the average class size and the number of classrooms that fall into each size category (a range of total students per classroom). 

Grade Level	2005-06				2006-07				2007-08
	Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms
		1-20	21-32	33+		1-20	21-32	33+		1-20	21-32	33+
K
1
2
3
4
5
6	25.3	1	2		23.0		3		28.8		6.0
K-3
3-4
4-8
Other

Average Class Size and Class Size Distribution (Secondary) 

This table displays by subject area the average class size and the number of classrooms that fall into each size category (a range of total students per classroom). 

Subject	2005-06				2006-07				2007-08
	Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms
		1-22	23-32	33+		1-22	23-32	33+		1-22	23-32	33+
English	22.2	17	17		20.8	22	17		21.4	22	21
Mathematics	31.7	10	8	1	21.3	12	12	1	22.9	13	13	2
Science	26.8	2	9	1	23.5	6	7	1	24.3	5	8	2
Social Science	25.2	3	9		24.4	6	8	2	25.5	5	7	4

III. School Climate 

School Safety Plan (School Year 2007-08) 

This section provides information about the school's comprehensive safety plan. 

OMI takes great pride in providing a safe and secure environment for students and faculty. The school has a fulltime security officer. OMI runs regularly scheduled fire and earthquake safety drills. Over 30% of the faculty is trained in CPR and first aid. The school has an extensive earthquake preparedness plan, including supplies and training.

Suspensions and Expulsions 

This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period. 

Rate	School			District
	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08
Suspensions	30.4	29.2	18.1	16.5	15.9	4.1
Expulsions	0	0	.9	0.2	0.1	0.1

IV. School Facilities 

Facility Conditions and Planned Improvements (School Year 2008-09) 

This section provides information about the condition of the school’s grounds, buildings, and restrooms, and a description of any planned or recently completed facility improvements. 

A renovation of over $1.5 million was completed in 2007. An artificial athletic field was installed in 2007, and a Sport Court basketball/volleyball court was installed in 2008. The condition of classrooms, restrooms, hallways, and other support rooms is very good to excellent.

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

This table displays the results of the most recently completed school site inspection to determine the school facility’s good repair status. 

Item Inspected	Repair Status			Repair Needed and Action Taken or Planned
	Good	Fair	Poor
Gas Leaks	X			No repairs needed.
Mechanical Systems	X			No repairs needed.
Windows/Doors/Gates (interior and exterior)	X			No repairs needed.
Interior Surfaces (walls, floors, and ceilings)	X			On-going maintenance.
Hazardous Materials (interior and exterior)	X			None.
Structural Damage	X			None.
Fire Safety	X			Annual inspections.
Electrical (interior and exterior)	X			No repairs needed.
Pest/Vermin Infestation	X			On-going inspections.
Drinking Fountains (inside and outside)		X		On-going maintenance.
Restrooms	X			On-going maintenance.
Sewer	X			No repairs needed.
Playground/School Grounds	X			On-going improvements.
Roofs	X			No repairs needed.
Overall Cleanliness	X			On-going maintenance.

Overall Summary of School Facility Good Repair Status (School Year 2008-09) 

This table displays the overall summary of the results of the most recently completed school site inspection. 

Item Inspected	Facility Condition
	Exemplary	Good	Fair	Poor
Overall Summary	X

V. Teachers 

Teacher Credentials 

This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found at the DataQuest Web site. 

Teachers	School			District
	2005-06	2006-07	2007-08	2007-08
With Full Credential	15	22	24	2331
Without Full Credential	7	5	7	385
Teaching Outside Subject Area of Competence	0	0	0	N/A

Teacher Misassignments and Vacant Teacher Positions 

This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. 

Indicator	2006-07	2007-08	2008-09
Misassignments of Teachers of English LearnersÂ	0	0	0
Total Teacher Misassignments	0	0	0
Vacant Teacher Positions	0	0	0

Core Academic Classes Taught by No Child Left Behind Compliant Teachers (School Year 2006-07) 

This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers at the school, at all schools in the district, at high-poverty schools in the district, and at low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at the NCLB Web site. 

Location of Classes	Percent of Classes In Core Academic Subjects
	Taught by NCLB Compliant Teachers	Taught by Non-NCLB Compliant Teachers
This SchoolÂ	100.0	0.0
All Schools in District	88.1	11.9
High-Poverty Schools in District	91.7	8.3
Low-Poverty Schools in District	97.9	2.1

VI. Support Staff 

Academic Counselors and Other Support Staff (School Year 2007-08) 

This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. 

Title	Number of FTE Assigned to School	Average Number of Students per Academic Counselor
Academic Counselor	1.0
Library Media Teacher (Librarian)		N/A
Library Media Services Staff (paraprofessional)		N/A
Psychologist	1.0	N/A
Social Worker		N/A
Nurse		N/A
Speech/Language/Hearing Specialist		N/A
Resource Specialist (non-teaching)		N/A
Other		N/A

VII. Curriculum and Instructional Materials 

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2008-09) 

This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school, and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials. 

Core Curriculum Area	Quality, Currency, and Availability of Textbooks and Instructional Materials	Percent of Pupils Who Lack Their Own Assigned Textbooks and Instructional Materials
Reading/Language Arts	good	0
Mathematics	good	0
Science	good	0
History-Social Science	good	0
Foreign Language	good	0
Health	good	0
Visual and Performing Arts	good	0
Science Laboratory Equipment (grades 9-12)	good	0

VIII. School Finances 

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2006-07)  

This table displays a comparison of the school’s per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding school expenditures can be found at the Current Expense of Education Web page and teacher salaries can be found on the Certificated Salaries and Benefites Web page. 

Level	Total Expenditures Per Pupil	Expenditures Per Pupil (Supplemental)	Expenditures Per Pupil (Basic)	Average Teacher Salary
School Site	$13,289.98	$5,504.84	$7785.14	$51,506
District	N/A	N/A	N/A	$53868
Percent Difference School Site and District	N/A	N/A	N/A	5%
State	N/A	N/A	$5300	$65008
Percent Difference School Site and State	N/A	N/A	68%	21%

Types of Services Funded (Fiscal Year 2007-08) 

This section provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sources. 

After-school academic tutorial classes, Saturday morning math tutorial classes, access to Academic Skills Center daily and summer credit classes are all offered at OMI.

Teacher and Administrative Salaries (Fiscal Year 2006-07)

This table displays district-level salary information for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found on the Certificated Salaries and Benefits Web page.

Category	District Amount	State Average For Districts In Same Category
Beginning Teacher Salary	$38778	$40721
Mid-Range Teacher Salary	$53394	$65190
Highest Teacher Salary	$69714	$84151
Average Principal Salary (Elementary)	$86673	$104476
Average Principal Salary (Middle)	$87127	$108527
Average Principal Salary (High)	$89006	$119210
Superintendent Salary	$240000	$210769
Percent of Budget for Teacher Salaries	29.3 %	39.9 %
Percent of Budget for Administrative Salaries	6.7 %	5.5 %

IX. Student Performance 

California Standards Tests 

The California Standards Tests (CSTs) show how well students are doing in relation to the state content standards. The CSTs include English-language arts (ELA) and mathematics in grades 2 through 11; science in grades 5, 8, and 9 through 11; and history-social science in grades 8, and 10 through 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and performance level, including the percent of students not tested, can be found on the Standardized Testing and Reporting (STAR) Results Web page.  

CST Results for All Students - Three-Year Comparison 

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

Subject	School			District			State
	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08
English-Language Arts	29	30	36	28	29	33	42	43	46
Mathematics	19	18	25	29	30	34	40	40	43
Science	36	25	50	20	24	33	35	38	46
History-Social Science	20	16	20	15	17	19	33	33	36

Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

CST Results by Student Group – Most Recent Year 

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

Group	Percent of Students Scoring at Proficient or Advanced
	English-Language Arts	Mathematics	Science	History-Social Science
African American	33	12	33	11
American Indian or Alaska Native
Asian	54	52	78	44
Filipino	*	*	*	*
Hispanic or Latino	27	18	44	10
Pacific Islander	*	*
White (not Hispanic)	*	*	*	*
Male	35	29	56	20
Female	38	20	43	20
Economically Disadvantaged	35	25	51
English Learners	26	27	41	17
Students with Disabilities	12	0	*
Students Receiving Migrant Education Services

Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

California High School Exit Examination

The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade 10 results of this exam are also used to establish the percentages of students at three proficiency levels (not proficient, proficient, or advanced) in ELA and mathematics in order to compute Adequate Yearly Progress (AYP) designations as required by the federal NCLB Act of 2001. Detailed information regarding CAHSEE results can be found at the CAHSEE Web site.

CAHSEE Results by Performance Level for All Students – Three-Year Comparison

This table displays the percent of students achieving at the Proficient or Advanced level in English-Language Arts and mathematics.

Subject	School			District			State
	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08
English	55.0	39.4	46.7	33.5	31.9	33.5	51.1	48.6	52.9
Mathematics	50.0	31.4	41.7	31.3	32.4	33.3	46.8	49.9	51.3

Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

CAHSEE Results by Performance Level for Student Groups Most Recent Year

  This table displays the percent of students, by group, achieving at each performance level in English language-arts and mathematics for the most recent testing period. 

Group	English			Mathematics
	Not Proficient	Proficient	Advanced	Not Proficient	Proficient	Advanced
All Students	53.3	38.3	8.3	58.3	25.0	16.7
Male	52.9	38.2	8.8	52.9	26.5	20.6
Female	53.8	38.5	7.7	65.4	23.1	11.5
African American	75.0	25.0	0.0	87.5	12.5	0.0
American Indian or Alaska Native	*	*	*	*	*	*
Asian	33.3	44.4	22.2	27.8	22.2	50.0
Filipino	*	*	*	*	*	*
Hispanic or Latino	59.1	36.4	4.5	63.6	31.8	4.5
Pacific Islander	*	*	*	*	*	*
White (not Hispanic)	*	*	*	*	*	*
English Learners	45.7	40.0	14.3	42.9	28.6	28.6
Socioeconomically Disadvantaged	54.5	34.1	11.4	52.3	29.5	18.2
Students Receiving Migrant Education Services	*	*	*	*	*	*
Students with Disabilities	*	*	*	*	*	*

Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

California Physical Fitness Test Results (School Year 2007-08) 

The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percent of students meeting the healthy fitness zone on all six fitness standards for the most recent testing period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found on the Physical Fitness Testing Web page.  

Grade Level	Percent of Students Meeting Healthy Fitness Zones
5	*
7	26.5
9	23.1

Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

X. Accountability 

Academic Performance Index 

The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be found at the API Web page. 

API Ranks Three-Year Comparison 

This table displays the school’s statewide and similar schools API ranks. These ranks are published when the Base API is released each March. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest 10 percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest 10 percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched, similar schools. A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing 10 schools of the 100 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools. 

API Rank	2005	2006	2007
Statewide	4	4	3
Similar Schools	5	2	1

"N/A"	means a number is not applicable or not available due to missing data.
"*"	means this API is calculated for a small school, defined as having between 11 and 99 valid Standardized Testing and Reporting (STAR) Program test scores included in the API. The API is asterisked if the school was small either in 2007 or 2008. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted.
"A"	means the school or subgroups scored at or above the statewide performance target of 800 in 2008.
"B"	0130617
"C"	means the school had significant demographic changes and will not have any growth or target information.
"D"	means this is either an LEA, an Alternative Schools Accountability Model (ASAM) school, or a special education school. Target information is not applicable to LEAs, ASAM schools, or special education schools.
"E"	indicates this school was an ASAM school in the 2007 Base API Report and has no target information even though the school is no longer an ASAM school.

API Changes by Student Group Three-Year Comparison 

This table displays by student group the actual API changes in points added or lost for the past three years, and the most recent API score. Note: "N/A" means that the student group is not numerically significant. 

Group	Actual API Change			Growth API Score
	2005-06	2006-07	2007-08	2008
All Students at the School	-13	-40	58	694
African American	-20	-16	40	624
American Indian or Alaska Native
Asian	0	-29	21	817
Filipino
Hispanic or Latino	-5	-57	83	662
Pacific Islander
White (not Hispanic)
Socioeconomically Disadvantaged	-18	-49	59	691
English Learners	-4	-55	63	727
Students with Disabilities

"N/A"	means a number is not applicable or not available due to missing data.
"*"	means this API is calculated for a small school, defined as having between 11 and 99 valid Standardized Testing and Reporting (STAR) Program test scores included in the API. The API is asterisked if the school was small either in 2007 or 2008. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted.
"A"	means the school or subgroups scored at or above the statewide performance target of 800 in 2008.
"B"	means the school did not have a valid 2007 Base API and will not have any growth or target information.
"C"	means the school had significant demographic changes and will not have any growth or target information.
"D"	means this is either an LEA, an Alternative Schools Accountability Model (ASAM) school, or a special education school. Target information is not applicable to LEAs, ASAM schools, or special education schools.
"E"	indicates this school was an ASAM school in the 2007 Base API Report and has no target information even though the school is no longer an ASAM school.

Adequate Yearly Progress 

The federal NCLB act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: 

• Participation rate on the state's standards-based assessments in English-language arts (ELA) and mathematics
• Percent proficient on the state's standards-based assessments in ELA and mathematics
• API as an additional indicator
• Graduation rate (for secondary schools)

Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the AYP Web page. 

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

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

AYP Criteria	School	District
Overall	Yes	No
Participation Rate - English-Language Arts	Yes	No
Participation Rate - Mathematics	Yes	No
Percent Proficient - English-Language Arts	Yes	No
Percent Proficient - Mathematics	Yes	No
API	Yes	Yes
Graduation Rate	Yes	Yes

Federal Intervention Program (School Year 2008-09)

Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Detailed information about PI identification can be found at the AYP Web page.  

Indicator	School	District
Program Improvement Status	Not in PI	In PI
First Year of Program Improvement		2004-2005
Year in Program Improvement		Year 3
Number of Schools Currently in Program Improvement	N/A	67
Percent of Schools Currently in Program Improvement	N/A	46.2

XI. School Completion and Postsecondary Preparation 

Admission Requirements for California Public Universities

University of California

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

California State University

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

Dropout Rate and Graduation Rate

This table displays the school’s one-year dropout rates and graduation rates for the most recent three-year period for which data is available. For comparison purposes, data are also provided at the district and state levels. Detailed information about dropout rates and graduation rates can be found on the DataQuest Web site. 

Indicator	School			District			State
	2004-05	2005-06	2006-07	2004-05	2005-06	2006-07	2004-05	2005-06	2006-07
Dropout Rate (1-year)	3.5	3.5	3.9	4.7	7.2	10.5	3.1	3.5	4.4
Graduation Rate	93.0	95.3	84.8	61.3	64.4	68.2	85.0	83.0	79.5

Completion of High School Graduation Requirements 

Students in California public schools must pass both the English-language arts and mathematics portions of the California High School Exit Examination (CAHSEE) to receive a high school diploma. For students who began the 2007-08 school year in the 12th grade, as evidenced by that school year’s October CBEDS enrollment, this table displays by student group the percent who met all state and local graduation requirements for grade 12 completion, including having passed both portions of the CAHSEE or received a local waiver or state exemption. Detailed information about the CAHSEE can be found at the CAHSEE Web page. Note: "N/A" means that the student group is not numerically significant. 

Group	Graduating Class of 2008
	School	District	State
All Students	96%	N/A	N/A
African American	77%	N/A	N/A
American Indian or Alaska Native	N/A	N/A	N/A
Asian	100%	N/A	N/A
Filipino	100%	N/A	N/A
Hispanic or Latino	94%	N/A	N/A
Pacific Islander	N/A	N/A	N/A
White (not Hispanic)	100%	N/A	N/A
Socioeconomically Disadvantaged	94%	N/A	N/A
English Learners	95%	N/A	N/A
Students with Disabilities	0%	N/A	N/A

Career Technical Education Programs (School Year 2007-08) 

This section provides information about the degree to which pupils are prepared to enter the workforce, including a list of career technical education (CTE) programs offered at the school. 

OMI is a college preparatory school with over 75% graduates accepted to four-year universities and the remaining students accepted to community colleges. No career, technical education is offered.

Career Technical Education Participation (School Year 2007-08) 

This table displays information about participation in the school’s CTE programs. 

Measure	CTE Program Participation
Number of the school’s pupils participating in CTE	0
Percent of the school's pupils completing a CTE program and earning a high school diploma	0
Percent of school's CTE courses sequenced or articulated between the school and institutions of postsecondary education	0

Courses for University of California and/or California State University Admission (School Year 2007-08) 

This table displays, for the most recent year, two measures related to the school’s courses that are required for University of California (UC) and/or California State University (CSU) admission. Detailed information about student enrollment, in and completion of, courses required for UC/CSU admission can be found at the DataQuest Web site. 

UC/CSU Course Measure	Percent
Students Enrolled in Courses Required for UC/CSU Admission	40.3
Graduates Who Completed All Courses Required for UC/CSU Admission	82.1

Advanced Placement Courses (School Year 2007-08) 

This table displays, for the most recent year, the number of Advanced Placement (AP) courses that the school offered by subject and the percent of the school’s students enrolled in all AP courses. Detailed information about student enrollment in AP courses can be found at the DataQuest Web site. 

Subject	Number of AP Courses Offered	Percent of Students In AP Courses
Computer Science		N/A
English	2	N/A
Fine and Performing Arts		N/A
Foreign Language	1	N/A
Mathematics	2	N/A
Science	1	N/A
Social Science	1	N/A
All courses	7	1.6

XII. Instructional Planning and Scheduling  

Professional Development 

This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period.  

Eleven.