California's
Top-Ranked
Public Schools

   


Consumers’ Research Council of America

Third Edition

Copyright © 2006

Consumers’ Research Council of America

-All Rights Reserved-

 

Consumers’ Research Council of America

2020 Pennsylvania Avenue NW #300-A

Washington, D.C. 20006

 

consumersresearchcncl.org

 


Table of Contents  


 

How Schools Were Selected 
The Public Schools Accountability Act
Academic Performance Index (API)
The API Explained
API Rankings
API Monetary Rewards
STAR Test Scores
Stanford 9 Test
California Standards Test
Best Educational Web Sites
Disclaimer

back to top


How Schools Were Selected


Schools were selected by the statewide ranking data provided by the California Department of Education, utilizing data from the 2005 Academic Performance Index Base Report. Schools that were selected ranked above the statewide average. Listed below are more details on the ranking system.

Performance Indicators Used In Evaluation

Statewide Rank

Most schools that receive APIs are ranked in deciles by school type: elementary, middle, and high. A rank of 10 is the highest and 1 is the lowest. Each decile in each school type contains ten percent of all schools of that type. School districts and schools in the Alternative Schools Accountability Model (ASAM) and special education schools do not receive statewide ranks.

Similar Schools Rank

Most schools with at least 100 students with test results included in the API arc also ranked in deciles by school type when compared to schools with similar characteristics. The PSAA specifies these characteristics to include

                         Pupil mobility


Pupil ethnicity


Pupil socioeconomic status


Percentage of teachers who are fully credentialed


Percentage of teachers who hold emergency credentials


Percentage of pupils who are English-language learners


Average class size per grade level


Whether the schools operate multi-track year-round educational programs


To derive these ranks, the CDE employed standard statistical procedures to generate a School
Characteristics Index (SCI). All legally required characteristics were considered as part of these procedures. The SCI was then employed in the following fashion to determine the "similar schools rank" of an individual school:

                         Form a comparison group of schools for an individual school by listing all schools
(of the same school type) in order (high to low) based on the SCI.

 
Select the 100 most similar schools, that is, the 50 schools immediately above and 50
schools immediately below a selected school, in the event that the individual SCI was
within 50 of either the top or the bottom of the statewide distribution, that school's
comparison group became either the top 100 schools by SCI or the bottom 100 as

appropriate.


Separate the 100 schools in the comparison group into deciles according to the value of
their 2005 APIs.


Compare the API of the individual school to the APIs of the schools in its comparison
group.
 

Schools in the ASAM, school districts, and special education schools do not receive similar schools ranks.

For additional information, data files and reports, go to:     http://api.cde.ca.gov/reports.asp

back to top


The Public Schools Accountability Act


 The Public Schools Accountability Act (PSAA) of 1999 (Chapter 3, Statutes of 1999, as amended by Chapter 695, Statutes of 2000 ), requires that the California Department of Education (CDE) annually calculate APIs for California public schools, including charter schools, and publish school rankings based on these APIs. The PSAA also requires the establishment of a minimum five-percent annual API growth target for each school as well as an overall statewide API performance target for all schools. A school that meets API growth targets may be eligible for awards under various programs. See Explanatory Notes below for more details.

STAR Test Scores
The California Standardized Testing And Reporting (STAR) Program is the key component in the State of California’s K-12 accountability program. The State of California reports detailed results from the tests on its web site at:  http://star.cde.ca.gov/.

There are two types of tests in grades 2 through 11 included in the program and it is important to understand the difference between the two since they serve very different purposes.

Stanford 9 Test
The Stanford 9 tests are off-the-shelf tests developed by Harcourt Educational Measurement and given to students across the country, as well as to students in California. These tests are used to compare students from California with students around the country. To do this, the tests cover a broad range of content, but not necessarily what was taught (or supposed to be taught) that year. Results are reported as National Percentile Rank, from 1 to 99. This has the effect of spreading the scores out and exaggerating differences. It also highlights who is above average (above 50 percentile) and who is below average. 50 percent of the students are always above average, no matter how much they all are NOT learning.

back to top

California Standards Tests
The California Standards (or Content) tests are a different type of tests. They also have been developed by Harcourt Educational Measurement, but have been specifically designed to measure the State of California Content Standards. The tests are prepared under the supervision of the State and a series of committees that review questions for alignment with the content standards. The standards exams are designed specifically to test compliance with the content standards for a particular subject for that year. Therefore, the tests are narrowly focused on what should be taught that year and, by design, do not measure a broad base of knowledge. If a student has not been exposed to or taught the content standards (or more commonly, exposed to only half the content standards) then they are destined to perform poorly on the standards exam no matter how bright the student might otherwise be. Scores are reported as the number correct. Since these are multiple choice exams with four options, keep in mind that 25 percent of the number correct should be statistically achieved by guessing and is the real bottom of the performance scale.

Content exams for English and math were first introduced in 1999 and have evolved since then. Exams in history, the sciences, and writing tests were added in 2001.

Some of the exams are cumulative and test the standards over a period of years, not just the current year.


back to top

 


All About the Academic Performance Index (API)


For explanatory notes on the API, click here

The API The Academic Performance Index (API) is the cornerstone of California’s Public Schools Accountability Act (PSAA). The purpose of the API is to measure the academic performance and growth of schools. It is a numeric index (or scale) that ranges from a low of 200 to a high of 1000. A school’s score or placement on the API is an indicator of a school’s performance level. The interim statewide API performance target for all schools is 800. A school’s growth is measured by how well it is moving toward or past that goal.

 

Performance
Indicators
Included
A school’s base year API is subtracted from its growth API to determine how much the school grew in a year. The indicators used for the base API and corresponding growth API are the same, and the APIs are calculated in the same way, as reflected in an API reporting cycle. The 2001 base API included the results of two tests that are part of the Standardized Testing and Reporting (STAR) program: (1) the Stanford 9, Form T, all content areas, and (2) the California Standards Test in English Language Arts (CST ELA). The 2002 Base API, to be reported in January 2003, will incorporate the results of four types of assessment that were part of the STAR program: (1) the Stanford 9, all content areas, (2) the CST ELA, (3) the California Standards Test in Mathematics (CST MATH), and the California Standards Test in Social Science (CST SS) for grades 10-11. In addition, the 2002 Base API will also include the results of the California High School Exit Examination (CAHSEE), grades 10-12. The law requires that test results make up at least 60 percent of the API.

 

Calculation  To calculate the 2001 base API, individual student scores in each subject area on the 2001 Stanford 9 and the CST ELA are combined into a single number to represent the performance of a school. For the Stanford 9, the national percentile rank (NPR) for each student tested is used to make the calculation. For the CST ELA, the standards-based performance level (Advanced, Proficient, Basic, Below Basic, or Far Below Basic) for each student tested is used to make the calculation. The percentages of students scoring within each of five NPR and standards-based performance levels are weighted and combined to produce a summary result for each content area. Summary results for content areas are then weighted and combined to produce a single number between 200 and 1000. This single number represents the school’s API score.

 

Weights Given
to Each
Content Area
In grades 2-8, the weights given to each content area measured in the 2001 base API calculations are: Stanford 9 mathematics 40%, reading 12%, language 6%, and spelling 6%; CST ELA 36%. In grades 9-11, the weights given are: Stanford 9 mathematics 20%, reading 8%, language 8%, history-social science 20%, and science 20%, and CST ELA 24%.

 

Interim Statewide API Performance Target
The PSAA requires that the State Board of Education (SBE) adopt a statewide API performance target upon approval of state performance standards. The SBE has adopted an interim statewide API performance target of 800. This target reflects a high level of performance that schools should strive to meet.
Schools
Receiving an
API
Most but not all schools receive API ranks and growth targets. The API and annual growth targets are calculated for elementary, middle, and high schools, including charter schools, that have 100 or more students with valid test scores on the Stanford 9. Schools with between 11 to 99 valid test scores receive an API with an asterisk to designate the larger statistical uncertainty of an API based on fewer than 100 valid test scores. Schools with fewer than 11 valid scores and schools serving non-traditional student populations participate in an alternative accountability system. Only scores for students enrolled in the district during the previous school year are included in the API.

 

How the API is Used If a school meets participation and API growth criteria, it may be eligible to receive monetary awards through the Governor’s Performance Award program. If a school is ranked in the bottom half of the statewide distribution and does not meet or exceed its growth targets, it may be identified for participation in the Immediate Intervention/Underperforming Schools Program (II/USP).

 

back to top

 

API Rankings
Which are the best schools in California?

The Academic Performance Index (API) is the result of the California Public School Accountability Act (PSAA). Its purpose is to summarize a school’s academic performance to a single numerical index in order to make it easier to compare schools to one another and to measure a school’s growth from year to year. The range of the numerical index (or scale) is from a low of 200 to a high of 1000. The goal of all California schools is to reach an API index of 800.

The API is calculated based on individual scores of the students at each school. Currently, only the Stanford 9 norm-referenced tests are used in the calculation. However, the State intends to incorporate the Standards English/Language Arts tests in the 2001 API when it is re-released in early 2002. Results from the standards-based math exams and the writing exams are expected to be incorporated into the 2002 API. Future plans also call for the incorporation of results from the High School Exit Exam, graduation rates and attendance into the API calculations.

Monetary Rewards
The State uses the API results as a basis for distributing monetary rewards to schools. The rewards are not based on the API ranking itself, but rather growth in the API from year to year. In this way, even the lowest performing schools can qualify for rewards money if they show improvement.

Learn more about the Academic Performance Index at: http://www.cde.ca.gov/psaa/api/

back to top


Explanatory Notes for the 2001 Academic Performance Index Base Report


 

The Public Schools Accountability Act

Base and Growth Reports

Students Included in the API

Core Elements of the Report

STAR 2001 Percent Tested

2001 API (Base)

2001 Statewide Rank

2001 Similar Schools Rank

2001-2002 Growth Target

2002 API Target

Structure of the Report

List of Schools

Schools on the Lists without APIs

School Report

Subgroups

School Demographic Characteristics

STAR 2001 Participation Information

 

 

 These Explanatory Notes are designed to assist educators and other interested parties in interpreting the 2001 Academic Performance Index (API) Base Report. The Explanatory Notes provide details with respect to Academic Performance Index (API) calculations, growth target calculations, and ranking procedures beyond the explanations and footnotes that appear on the report.

The Public Schools Accountability Act
 The API is the centerpiece of the state-wide accountability system in California public education. The Public Schools Accountability Act (PSAA) of 1999 (Chapter 3, Statutes of 1999, as amended by Chapter 695, Statutes of 2000 ), requires that the California Department of Education (CDE) annually calculate APIs for California public schools, including charter schools, and publish school rankings based on these APIs. The PSAA also requires the establishment of a minimum five-percent annual API growth target for each school as well as an overall statewide API performance target for all schools. A school that meets API growth targets may be eligible for awards under the following programs:

           The Governor's Performance Award Program

The Certificated Staff Performance Incentive Act (Chapter 52, Statutes of 1999)

On November 9, 1999, the State Board of Education (SBE):
adopted a 1999 base-year API

defined the five-percent annual API growth target

established an interim statewide API performance target

back to top of section

back to top of page

Base and Growth Reports
 The SBE's actions cleared the way for the publication of the 1999 API Base Report in January 2000 and the 1999-2000 API Growth Report in September 2000. This first cycle of reporting was followed by the 2000 API Base Report in January 2001 and the 2000-2001 API Growth Report in October 2001. Each annual API reporting cycle includes two reports: a base report, which appears after the first of the calendar year, and a growth report, which appears after school starts in the fall. This pair of reports is based on APIs calculated in exactly the same fashion with the same indicators but using test results from two different years.

Changes from the 2000 API (Base)
 The 2001 API Base Report reflects the first major change in the components that make up the API. The 2001 Base API includes results not only from the Stanford 9 norm-referenced assessment but also from the California Standards Test in English-Language Arts (CST ELA) of the Standardized Testing and Reporting (STAR) Program. The methodology for integrating results from the CST ELA was approved by the SBE in September 2001.

 Over the next few years results from other standards tests and the California High School Exit Examination will be incorporated into the API. Other legally-required indicators, such as graduation and attendance rates, will be added as they become available.

 Finally, the 2001 Base API marks the first use of the Scale Calibration Factor (SCF). The SCF is a numerical constant that is computed by grade span (2-6, 7- 8, and 9-11) and then added to each school's API according to the school's grade span.

 The SCF may be a positive or negative number. The purpose of the SCF is to enhance the stability and interpretability of the API by ensuring that the state-wide average API does not fluctuate solely as the result of adding new API components

back to top of section

back to top of page

 Students Included in the API
 The term "valid test scores" as it appears in various API reports is synonymous with the number of students with STAR test results contributing to a school's API. In determining which norm-referenced test results should be included in the API, the CDE employed the same pupil exclusion rules used in calculating school-level STAR results that appear on the Internet at http://star.cde.ca.gov.

1. A pupil record was excluded if the Stanford 9 test administration accommodation for the pupil was more than one grade out of level (e.g., a sixth grader tested lower than 5th grade or higher than 7th grade).

2. A pupil record was excluded if any of the following seven test administration accommodations were marked “yes” for all Stanford 9 content areas:
 a. Braille

 b. Timing/Scheduling

 c. Presentation

 d. Response

 e. Test read aloud

 f. Directions translated

 g. Bilingual dictionary

3. A particular content area of a record was excluded if the percentile rank for that content area was not between 1 and 99.

4. A particular content area of a pupil record was excluded if the test administration accommodation for that content area was marked “yes” for any of the seven reasons under #2 above.

These rules apply to Stanford 9 results only. Results from the CST ELA are included in the API regardless of accommodations. Finally, in order to comply with provisions of the PSAA regarding student mobility, both Stanford 9 and CST ELA results are excluded from the API if the pupil first attended the district in the current year as indicated on the STAR answer document. An exception is made for a student new to a district who has followed a normal matriculation pattern.

back to top of section

back to top of page

Core Elements of the Report
Certain core elements appear through-out the 2001 API Report. They include:

           STAR 2001 Percent Tested

2001 API (Base)

2001 Statewide Rank

 2001 Similar Schools Rank

2001-2002 Growth Target

 2002 API Target

STAR 2001 Percent Tested
 This percentage is calculated by dividing the number of students tested by the number of students enrolled on the first day of testing in the grades tested. The total enrollment is adjusted by subtracting the number of students exempted from testing due to Individualized Education Program (IEP) statements and the number of students exempted from testing due to parent/guardian written request. The number is rounded down to the next whole number (e.g., 94.9=94). The number of students tested corresponds to the number of STAR student records. The other elements are derived from the STAR 2001 Apportionment Information Report.

back to top of section

back to top of page

2001 API (Base)
 The 2001 API (Base) summarizes a school’s performance on the 2001 STAR. It is on a scale of 200 to 1000. It is based on the performance of individual pupils on Stanford 9 (all content areas) as measured through national percentile rankings (NPRs) and on the CST ELA as measured through performance levels. In some instances, APIs are also calculated for student sub-groups at a school in order to ascertain whether the school meets the “comparable improvement” criterion (see page
6). For details on the calculation of the 2001 Base API, please consult the following documents:

           2001 API Base: Integrating the California Standards Test for English Language Arts 

Calculating the Academic Performance Index (January 2002)

Both of these documents are accessible at: http://www.cde.ca.gov/psaa/api.

 For schools with grade configurations that include both grades 6 and 7 or 8 and 9, the API for these schools was the average of the APIs for the grade configuration segments weighted by the number of pupils with valid scores in the segments. For example, for a 7-12 school, the API was the weighted aver-age of the APIs for grades 7-8 and for grades 9-11. This procedure is necessary because the structure of the test varies between grades 7-8 and 9-11.

back to top of section

back to top of page

 2001 Statewide Rank
 All schools that receive APIs are ranked in deciles by school type based on grade level of instruction: elementary, middle, and high. A rank of 10 is the highest and 1 is the lowest. Each decile in each school type contains 10% of all schools of that type. Small schools with asterisked APIs are not included in determining the cut points for statewide decile ranks; however, small schools do receive asterisked statewide ranks to indicate the decile ranks into which their APIs would have fallen if they had been included in the ranking system. This is done to establish eligibility for II/USP as well as other API-linked programs.

 2001 Similar Schools Rank
 All schools that receive non-asterisked APIs are also ranked in deciles by school type when compared to schools with similar characteristics. The PSAA specifies these characteristics to be:

           Pupil mobility

Pupil ethnicity

Pupil socioeconomic status 

Percentage of teachers who are fully credentialed

Percentage of teachers who hold emergency credentials

Percentage of pupils who are English language learners

Average class size per grade level

Whether the schools operate multi-track year-round educational programs

 To derive these ranks, the CDE employed standard statistical procedures to generate a School Characteristics Index (SCI). All legally-required characteristics were considered as part of these procedures. The characteristics index was then employed in the following fashion to determine the “similar schools rank” of an individual school:

   

           A comparison group for an individual school was formed by treating that school’s characteristics index as a median and taking the fifty schools immediately above and the fifty immediately below based on the SCI. In the event that the individual school’s characteristics index was in the top or the bottom fifty of the statewide distribution, that school’s comparison group became either the top 100 schools based on the SCI or bottom 100 as appropriate.

The 100 schools in the comparison group were separated into deciles according to the value of their 2001 Base APIs. 

The API of the individual school was then compared to the APIs of the schools in its comparison group. 

The individual school was assigned the appropriate decile rank.

 back to top of section

back to top of page


  2001-2002 Growth Target
 A school’s growth target is calculated by taking five percent of the distance between a school’s 2001 API and the interim statewide performance target of 800. For any school with a 2001 API of 781 to 799, the annual growth target is one point. Any school with an API of 800 or more must maintain an API of at least 800.

 2002 API Target
 The API target is the sum of the 2001 API and the growth target, except for schools with a 2001 API of 800 or more. Targets for small schools with the asterisked APIs are calculated in the same fashion. The 2001 Base API used to calculate this target includes the appropriate SCF, which will also be applied to the school's 2002 Growth API.

 Structure of the Report

The 2001 API Base Report is composed of:
    1. County and District Lists of Schools
2. School Report

back to top of section

back to top of page

 List of Schools
 This list includes all public schools in a district or county for which the CDE has calculated an API. The schools are listed alphabetically by type (elementary, middle, high, and small). Schools with non-traditional grade configurations, e.g., 7-12, have been placed into the school type according to standard criteria established by the CDE. These criteria are available at: http://www.cde.ca.gov/psaa/api.

 A sizeable number of public schools do not appear on the API list of schools. These include:

           New schools that did not administer the STAR test in 2001

Alternative schools serving non-traditional student populations


Very small schools with fewer than 11 valid STAR scores

 Alternative and very small schools participate in the Alternative Schools Accountability Model.

back to top of section

back to top of page

 Schools on the Lists without APIs
 Some schools appear on the list of schools without APIs because they have had their 2001 Base APIs invalidated. Under regulations adopted by the SBE, this may have occurred for one of several reasons:

           Adult testing irregularities have occurred at the school.

The API is not representative of the total pupil population at the school.

The rate of students who have been excused from STAR testing by parent request is equal to or greater than 10 percent (schools with rates between 10 percent and 20 percent have had their APIs reevaluated through standard statistical tests to check the representativeness of the tested population).

The school failed to test a significant proportion of its students in all content areas.

The school has unresolved problems with STAR demographic data.

back to top of section

back to top of page

 School Report
 A School Report is generated for each school with API information on the List of Schools. In addition to the common core elements, the School Report includes:

           data on subgroups

school demographic characteristics

back to top of section

back to top of page

 Subgroups
 The PSAA defines a “numerically significant ethnic or socioeconomically disadvantaged subgroup” as a subgroup “that constitutes at least 15 percent of a school’s total pupil population and consists of at least 30 pupils.” Also, under the law, if a subgroup defined by ethnicity or socioeconomic disadvantage constitutes at least 100 pupils, i.e., at least 100 pupils with valid STAR scores, that subgroup is “numerically significant” and required to demonstrate comparable improvement, even if it does not constitute 15 percent of the school population.

These numerical criteria (15 percent and 30 pupils, or 100 pupils) will be computed on the basis of the number of pupils with valid STAR scores for that subgroup.

 The school is responsible for demonstrating comparable improvement only for those subgroups that are numerically significant in both 2001 and 2002. 

Ethnic/racial subgroups include:

           American Indian or Alaska Native

Asian/Asian American

Black/African American

Filipino/Filipino American

Hispanic/Latino

Pacific Islander

White (not of Hispanic origin)

 According to the definition adopted by the SBE, the “socioeconomically disadvantaged subgroup” consists of pupils who meet either one of two criteria:

     1) Neither of the pupil’s parents has received a high school diploma
OR
2) The pupil participates in the free or reduced price lunch program.

 A pupil who is a member of the socio-economically disadvantaged subgroup is also a member of one of the racial/ ethnic subgroups. Therefore, it is possible that the total percentage of students in all numerically significant sub-groups at a school may exceed 100. By regulation, “comparable improvement” requires that each numerically significant subgroup must meet or exceed 80 percent of the 2001-2002 schoolwide growth target.

 The 2001-2002 subgroup target was calculated by first multiplying the schoolwide target by .8 and then rounding the product to the nearest whole number.

There are four minor exceptions to this rule:

     1. For subgroups within schools with schoolwide APIs between 781 and 799, i.e., approaching the statewide interim performance target of 800, the annual growth target was one point.

2. Regardless of the schoolwide API, subgroups already at or above 800 have to continue to meet the state-wide interim performance target of 800.

3. In schools with 2001 APIs of 800 or more, subgroups with an API of less than 800 have to make growth of at least one point.

4. In instances where 80 percent of the schoolwide target results in a sub-group target that would exceed the distance from the subgroup API to 800, the subgroup target equals the distance to 800.

back to top of section

back to top of page

 School Demographic Characteristics
 Along with subgroup data, the School Report includes the demographic characteristics on which the school characteristics index for the 2001 API school rankings are based. The data on which the percentages and rates rest were collected from two sources:

     1. October 2000 CBEDS data collection (information on teacher credentials, multi-track year round participation, and class size)

2. 2001 STAR student answer documents (information on ethnic/racial distribution, parental education level, participation in free or reduced price lunch program, school mobility, English language learners)

 Regarding information taken from CBEDS:

           It is possible for one teacher to be in both the fully-credentialed and emergency-credential categories; therefore, the total of the percentages for “Fully credentialed teachers” and “Teachers with emergency credentials” may exceed 100.

Average class sizes were derived from the enrollment data reported on the Professional Assignment Information Form (PAIF).

“Core academic courses in departmentalized programs” reflects average class size in the following subject areas: English, Foreign Languages, Math, Science, and Social Science.

Regarding background characteristics derived from the STAR student answer document:
School mobility is the percentage of students who first attended the school in the current year, excluding students enrolled in the lowest grade at a school. It is used as a back-ground characteristic only. The criterion for excluding a score from the API calculation is district mobility, i.e., any student who began continuous enrollment in the district during the year tested.

 The School Demographic Characteristics that appear on this report are used in the formation of the similar schools comparison groups for the similar schools ranking.

back to top of section

back to top of page

 STAR 2001 Participation Information
 The School Report also includes the data elements on which the STAR 2001 Percent Tested (see above) is based. These elements include:

           Enrollment in grades 2-11 on the first day of Testing

Number of students excused by IEP statement

Number of students excused by parent written request

Number of students tested

back to top of section

back to top of page

 


Best Educational Web Sites


       Art Lessons       www.talentteacher.com
Kinder Art www.kinderart.com
Children's Music www.childrensmusic.org
Fun Brain www.funbrain.com
Coloring.com www.coloring.com
World Kid's Network www.worldkids.net
National Geographic Society www.nationalgeographic.com
Amazon Interactive www.eduweb.com
Biography.com www.biography.com
Castles on the Web www.castlesontheweb.com
States and Capitals www.50states.com
White House for Kids www.whitehouse.gov/kids
Ask Dr. Math http://mathforum.org
Web Math www.webmath.com
Math Goodies.com www.mathgoodies.com
All Experts www.allexperts.com
Language Translator http://world.altavista.com
Think Quest www.thinkquest.com
I Know That www.iknowthat.com
Chemistry 4 Kids www.chem4kids.com
How Stuff Works www.howstuffworks.com
Museum of Science www.mos.org
NASA www.nasa.gov
Create Your Own Newspaper http://crayon.net
Word Central www.wordcentral.com
Research Paper www.researchpaper.com
Take Our Word www.takeourword.com
Mad Scientist www.madsci.org
Inner Body www.innerbody.com
Discovery Channel http://school.discovery.com
Kid's Bank www.kidsbank.com
Internet Public Library www.ipl.org
back to top

 


Disclaimer


The omission of any Public Schools on this site does not mean that those schools are not competent, reputable or qualified places of learning. The information provided to the authors and publishers was made available by third parties and therefore accuracy cannot be assured. As a result, the information provided by surveys and/or third parties is viewed as subjective and possibly incomplete. This site is merely intended to serve as an informational guide.

The author and publishers can not insure accuracy of information provided to them by third parties and, therefore, assume no responsibility. Consumers' Research Council of America does not necessarily endorse a particular school mentioned in this guide and makes no representation or warranties about any products, services or procedures they may provide. Liability to any person, company, organization or other for any loss or damage caused by errors or omissions from this book is hereby disclaimed.

Commercial Use Prohibited

Consumers' Research Council of America will take any necessary legal action to prosecute any individual, company and/or corporation who uses this list for any commercial use or purpose. Consumers' Research Council of America's name and/or the name of this publication, "California's Top-Ranked Public Schools", cannot be used for commercial purposes or advertising without prior written consent.

For more information, please contact:
Consumers’ Research Council of America

back to top

 

Copyright © 2006 Consumers' Research Council of America
All Rights Reserved
Contact Us