SCHOOL'S LEVEL TOO LOW: REVIEW.

Byline: Karen Maeshiro Staff Writer

PALMDALE - Desert Sands Charter School lacks state-approved textbooks and appropriate grade-level materials that meet state graduation requirements, an annual review said.

The review done by Antelope Valley Union High School District said the four-year-old independent study charter school has not received accreditation, which means students' classes are not recognized for entrance into the University of California or California State University systems.

Desert Sands is currently making an initial application for accreditation through the Western Association of Schools and Colleges, and students can still go on to junior college, district officials said.

``There is an ongoing concern, which has been previously expressed in past reviews, regarding the level of rigor and grade level-appropriate materials being taught and used at DSCS,'' the review said. ``Although some progress has been made, it is critically important the DSCS raise its expectations at each grade level.''

Desert Sands, which offers independent study lessons to teens and adults seeking high school diplomas, was granted a charter from the high school district in 2001. The school's current enrollment is about 1,200 and it has offices in Lancaster and Palmdale.

The annual report cites improvements in some areas but says there continues to be strong concerns in the areas of curriculum development, special education and fiscal oversight.

Desert Sands officials did not respond to requests for comment.

``There are some negative aspects, but also some positive parts,'' trustee Al Beattie said. ``There's nothing glaringly bad that would say they are not doing what they are supposed to be doing, but at the same time there are areas where they need improvement.''

``I think the school has a lot of positive things they are doing for kids. It's obviously very popular,'' said Mark Bryant, principal on assignment who oversees charter schools for the district.

District officials described Desert Sands as a still-developing charter school that seeks to meet the needs of high-risk students. The school is challenged by students functioning below grade level in math and reading skills, district officials said.

``What we are reviewing carefully is the curriculum used with students to ensure that it is at grade level, and students receiving Desert Sands diplomas have a strong academic program that will enable them to go out into the world,'' Assistant Superintendent Jane Maxwell said. ``That's our job at the district, to ensure the charter has the same rigor that students find in the district's high schools and instructional programs.''

The charter school's Academic Performance Index score dropped 27 points from 433 in 2003 to 406 in 2004, the review said. The graduation rate dropped from 100 percent in 2001-02 to 67.4 percent in 2002-03, the review said.

Antelope Valley Union High School District comprehensive high school API scores in 2004 ranged from 583 at Antelope Valley High School to 728 at Quartz Hill High School. The state goal is 800.

The high school district's graduation rate is 89.2 percent, but that ranges from 26.8 percent at R. Rex Parris Continuation High School to 97.9 percent at Highland High School, records show.

Desert Sands has shown an increase in both the number of students taking the California High School Exit Exam and in the percent passing from 2003 to 2004.

In 2003, 31 students took the math portion of the high school exit exam and eight, or 26 percent, passed. In 2004, 43 percent of the 100 students who took the math test passed.

Sixty percent of the 30 students who took the English portion of the high school exit exam passed in 2003, compared to the 62 percent of the 93 students who took it in 2004.

In the high school district overall, 71 percent of sophomores who last year took the English exit exam passed it, and 69 percent passed the math exam.

In the area of math instruction, the review pointed out areas of strength, including offering lower-level math courses for elective credit that provides a vehicle for remediation without lowering expectations, the review said.

But the review said that Algebra I, when taught using a certain type of math book and materials called AGS, ``is not at an appropriate level to meet the state's Algebra I requirement for graduation.''

A second set of math textbooks, called Glencoe, are not on the state's approved list, the review said. ``Credits are awarded for chapters from the Glencoe Algebra I text which cover pre-algebra topics (not based on Algebra I standards),'' the review said.

In English and language arts, the review said, the English courses are making progress in addressing standards in reading; the novels assigned seem appropriately matched to grade level for college preparatory English; and vocabulary assignments show a selection of sophisticated vocabulary.

The review said, however, that textbooks used are not grade-level texts. ``They are specifically written for supplemental texts for remedial or special education purposes. Students need to be reading in grade-level standards-based texts,'' the review said.

``The guided questions for the stories do not, in fact, address the standards in depth or complexity likely to help students prepare for (the high school exit exam),'' the review noted.

The review also stated that writing continues to be seen as a low-level priority for students.

``The writing assignments are sub-grade level and do not address standards. There is no evidence in the assignments or exhibits of any research skills being taught prior to the senior project,'' the review said.