Vision, Mission & Core Values
- Equity: We allocate resources, develop practices, and cultivate mindsets to ensure that every student meets or exceeds standards.
- Inclusiveness: We model personal and professional integrity through processes that are respectful, transparent, and proactively engage parents, students, staff, and community.
- Commitment to Excellence: We believe in continuous improvement through a culture of openness, inquiry and collaboration. We honor those who take responsibility, demonstrate creativity and take initiative.
- Diversity: We see diversity as a valuable asset that enriches our world-view and strengthens our community.
- Professional Capacity: We believe in and invest in the development of every employee and volunteer in our system.
Key Performance Measures (KPMs)
The report sets benchmark data points for the Key Performance Measures (KPMs) as outlined in East Side Union High School District’s Strategic Plan and as identified below:
- Improved Graduation Rate
- Decreased Dropout Rate
- Improved UC/CSU a-g Completion Rate
- Develop College & Career Readiness Indicators (5C’s)
- Decrease Achievement Gaps as Defined in Measures 1-3
It also looks at the progress made over the last several years towards preparing all students for college and careers. Student achievement data indicates that many students struggle to meet college and career readiness upon graduation from high school. Furthermore, there are gaps between how well Asian students, Hispanic students, and African American students meet this goal. In order to measure how well students graduating from the East Side Union High School District are prepared for our 21st century global economy, key data points have been selected, which can be measured over time.
Seven years ago, prior to the Strategic Plan, the District began to look at the achievement gap among students and determine if the District had systems and policies in place that hindered closing this gap, as well as systems that would close the gap. It was found that some course sequences created a fork in the pathway that led some to college preparedness and others simply to graduation. It was left for students to choose whether or not to take a third year of math and science, again, either leading to college preparedness or not. Some students entering the District had access to summer programs that accelerated their math placement upon entering high school, advancing the road to college preparedness and college application distinction by completing calculus in high school. Placement criteria into higher level course work were not the same at all 11 high schools, which disadvantaged some students. The District had many inequitable systems in place.
The District began changing policies and implementing programs to even the playing field. All core subject sequences have only one path and it leads to college preparedness. Many schools began to place students by default into a third year of math or science. In the 2010/11 school year, the Board of Trustees approved a default pathway for all students that lead to college and career readiness. The first class to graduate having completed four years of high school under the default pathway is the class of 2015. The District set consistent placement criteria into core courses for all schools. Resources were prioritized to implement summer programs for all students that would advance or support higher level math placement in high school. Grants were procured to implement programs at sites to support struggling students. The data in the Strategic Plan KPM Report will show that these system changes have shown improvement in preparing all students for college and careers, but that the District still has a long way to go to achieve this goal. The Strategic Plan sets the course for further improvement.
Key highlights in the Strategic Plan KPM Report include, but are not limited to, three consecutive years of an increase in graduation rates, a decrease in the dropout rates, an increase in students completing the A-G requirements, and an increase in the number of students enrolled and passing Advance Placement Exams with a score of 3 or higher. East Side students and schools are accomplishing amazing outcomes.
Although we still have much work to do, I want to congratulate our entire staff for hard work and focus on improving the educational outcomes for every student.
- What we are doing right?
- What we can do better to ensure that every student has equal opportunity to learn and graduate ready for college and a career, and plan?
- How we can achieve our goals-despite fiscal challenges-and include all stakeholders, especially parents, in the process?
Budget Priorities Survey Analysis
Budget Priorities Survey Analysis
- Overall Budget Priorities
- Academic Programs and Co-Curricular Activities
- Other District-Wide Support/Initiatives
- Staffing Needs
White Paper: A Driver for Change