College Park High School 2016-17 - ACS WASC/CDE Self-Study Report - Self-Study Report

Oct 3, 2026

College Park High School presents its 2016-17 ACS WASC/CDE self-study report aligned with accreditation focus on learning. The report documents student and community profile data, including enrollment, demographics, staff characteristics, school safety, participation in co-curricular activities, and district policy and financial support. It analyzes academic performance indicators such as AYP/API, CAASPP, CAHSEE, PSAT/NMSQTT, EAP, CSU/UC “a-g” eligibility, AP, SAT/ACT, CELDT, behavior, and discipline. It concludes with self-study findings and a schoolwide action plan emphasizing governance, curriculum, instruction, assessment, culture, and student growth.

LanguageEnglish

CategoryExam

FormatPDF

Pages231

Reading Time9 h 42 min

AccessFree to download

Preface

Chapter I: Student/Community Profile and Supporting Data and Findings

Our Community

Our District

Our School

Parent and Community Organizations

Student Participation in Co-Curricular Activities

School Safety and Facilities

District Policies and School Financial Support

WASC Accreditation History

Schoolwide Learner Outcomes (SLO) Demographic Data

Student Demographics & Enrollment Data

Staff Demographics School Performance Data

AYP/API

Academic Performance Index Ranks

Student Performance Data

Graduation and Dropout Rate

California High School Exit Exam (CAHSEE)

PSAT/NMSQTT Data

California Assessment of Student Performance and Progress (CAASPP)

Early Assessment Program (EAP)

CSU/UC "a-g" eligibility

Advanced Placement (AP) Programs

SAT/ACT Results

CELDT Testing

Student Behavior and Discipline

MDUSD Strategic Plan: MDUSD strategic plan Healthy Kids Survey Results

Chapter II: Progress Report

Changes in the Organization

New Positions

Curriculum Changes

Program Changes

Professional Learning

Chapter III: Student/Community Profile—Overall Summary from Analysis of Profile Data and Progress

Summary of the Data Implications of the Data

Critical Learner needs based on data, and correlate to SLOs

Questions raised by analysis of student performance, demographic, and perception data

Chapter IV: Self-Study Findings

A: Organization

B: Standards-based Student Learning: Curriculum

C: Standards-based Student Learning: Instruction

D: Standards-based Student Learning: Assessment and Accountability

E: School Culture and Support for Student Personal and Academic Growth

Chapter V: Schoolwide Action Plan

COLLEGE PARK HIGH SCHOOL SELF-STUDY REPORT 201 Viking Drive Pleasant Hill, California 94523 Mount Diablo Unified School District March 26 – 29, 2017 ACS WASC/CDE Focus on Learning Accreditation Manual, 2016 Edition ACS WASC/CDE FOL 2016 Edition Rev. 1/16 College Park High School 2016-17, ACS WASC/CDE Self-Study Report Table of Contents Preface Chapter I: Student/Community Profile and Supporting Data and Findings Our Community Our District Our School Parent and Community Organizations Student Participation in Co-Curricular Activities School Safety and Facilities District Policies and School Financial Support WASC Accreditation History Schoolwide Learner Outcomes (SLO) Demographic Data Student Demographics & Enrollment Data Staff Demographics School Performance Data AYP/API Academic Performance Index Ranks Student Performance Data Graduation and Dropout Rate California High School Exit Exam (CAHSEE) PSAT/NMSQTT Data California Assessment of Student Performance and Progress (CAASPP) Early Assessment Program (EAP) CSU/UC "a-g" eligibility Advanced Placement (AP) Programs SAT/ACT Results CELDT Testing Student Behavior and Discipline MDUSD Strategic Plan: MDUSD strategic plan Healthy Kids Survey Results Chapter II: Progress Report Changes in the Organization New Positions Curriculum Changes Program Changes Professional Learning Chapter III: Student/Community Profile—Overall Summary from Analysis of Profile Data and Progress Summary of the Data Implications of the Data Critical Learner needs based on data, and correlate to SLOs Questions raised by analysis of student performance, demographic, and perception data College Park High School 2016-17, ACS WASC/CDE Self-Study Report Chapter IV: Self-Study Findings A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources B: Standards-based Student Learning: Curriculum C: Standards-based Student Learning: Instruction D: Standards-based Student Learning: Assessment and Accountability E: School Culture and Support for Student Personal and Academic Growth ..... Chapter V: Schoolwide Action Plan Preface Explain the school self-study process used to accomplish the outcomes of the self-study, i.e., timeline, stakeholder involvement, any modifications from the model self-study process. By addressing these outcomes of the self-study, the school will have accomplished: 1. The involvement and collaboration of all staff and other stakeholders to support student achievement 2. The clarification and measurement of what all students should know, understand, and be able to do through schoolwide learner outcomes and academic standards 3. The analysis of data about students and student achievement 4. The assessment of the entire school program and its impact on student learning in relation to the schoolwide learner outcomes, academic standards, and ACS WASC/CDE criteria 5. The alignment of a long-range action plan to the school’s areas of need; the capacity to implement and monitor the accomplishment of the plan. College Park High School 2016-17, ACS WASC/CDE Self-Study Report Chapter I: Student/Community Profile and Supporting Data and Findings Our Community College Park High School is located in Pleasant Hill, California, which is in central Contra Costa County. Pleasant Hill was incorporated on November 7, 1961. The city is a middle class suburb in the San Francisco Bay Area with a median age of 42.8 years. The population is about 34,127 with a median family income of $77,664 and 11.7% of households have annual incomes below $20,000 . About 33.2% of adults have a bachelor’s degree while 15.2% have a graduate or professional degree. The latest census shows 100% employment in Pleasant Hill with 49% of adults employed in management and professional related service, 26% in sales and office work, 15% in service, 5% in construction, and 4% in production and tra

FAQs

What data categories does the report use to describe students and the community?

It includes community and district context, student participation in co-curricular activities, school safety and facilities, district policies and financial support, demographic enrollment data, staff demographics, and learner outcome-related demographic data.

Which academic performance measures are included in the self-study?

The report covers AYP/API and academic performance index ranks, graduation and dropout rates, CAHSEE, PSAT/NMSQTT, CAASPP, EAP, CSU/UC “a-g” eligibility, AP programs, SAT/ACT results, and CELDT testing.

What are the key focus areas in the self-study findings and action plan?

Findings address organization (vision, governance, leadership, staff, resources), standards-based learning across curriculum, instruction, assessment/accountability, and school culture and support for personal and academic growth, followed by a schoolwide action plan aligned to areas of need.

Oct 3, 2026

Uploaded by Alex Sinclair