Cesar E. Chavez High School A School in the Delano Joint Union High School District

Why Cesar Chavez Was Selected

To identify a pool of high-performing schools we examined student and school performance data from 2002-03 through 2006-07. An overview of our methodology is posted on this website. Generally, we selected schools to highlight based on the following criteria:

• Substantially higher school performance than predicted: As indicated by a Similar Schools rank of 8 in 2006-07, Cesar Chavez students are performing well above the levels of their peers in similar schools.
• Meeting or exceeding subgroup performance standards: Cesar Chavez students in all subgroups are meeting or exceeding Adequate Yearly Progress (AYP) goals in both English language arts and mathematics.
• Sustained performance over time: Cesar Chavez has never been identified for program improvement under No Child Left Behind and has met all AYP requirements. Furthermore, Cesar Chavez has met all Academic Performance Index (API) targets across all subgroups.
• High poverty: 66% of Cesar Chavez students are eligible to receive free or reduced price lunch.
• No selectivity in admissions: Cesar Chavez serves mainly neighborhood students within their attendance zone.

Recognition of Cesar Chavez's Success

Cesar Chavez won the California Title I Academic Achievement Award for the 2006-07 school year as well as the Golden Bell Award in 2007 for its Assessment of Core Essential Standards (ACES) program.

Factors in Cesar Chavez's Success

In stark contrast to many large and impersonal high schools across the nation, Cesar Chavez is a small, rural high school which fosters academic excellence, trust, safety, empowerment, and high expectations. “The culture,” states Principal Saul Gonzalez, “breeds a sense of accomplishment: We can do this.” Located on 60 acres, the rural school looks more like a college campus than a high school, which adds to the intense school pride. The school motto says, “Cesar Chavez is a school where academic achievement is fostered, recognized and celebrated.” Spearheading the celebration is the School Culture Committee, which provides incentives and encouragement for students to succeed. Everything the school does is in alignment with the main goal of increasing student achievement.

A broad range of support services are directly offered or brokered by the school for struggling students, whether inside or outside of the classroom. Aggressive English instruction for English learners, extensive professional opportunities for staff, ongoing opportunity for teacher collaboration, and a well-developed system for data analysis were said to be primary factors contributing to this school’s gains over the past decade. Cesar Chavez teachers recently won the Golden Bell Award for the Assessment of Core Essential Standards (ACES) program. This school also recently won the Title I Academic Achievement Award.

How Cesar Chavez Creates a Community of Support and Involvement

• Celebrate student and school success: The Academic Culture Committee, led by the Learning Director and comprised of teachers, develops incentives and other ways to encourage staff and students to work toward the school’s primary goal of increasing academic achievement. Some incentives include: Student of the Month Awards, which include a postcard sent by the student’s teacher to their parents informing them of the recognition and the upcoming celebration, Attendance Awards, and STAR/CAHSEE Awards for high performing students on standardized tests. Student accomplishments and school-wide victories are broadly acknowledged and regularly celebrated.
• Provide multiple interventions and services for students: The Student Success Team (SST) at Cesar Chavez – comprised of teachers, pupil support staff, and parents – is facilitated by an SST Coordinator to develop and monitor an academic intervention plan to support struggling students. Additionally, the Coordinated Services Council, which includes pupil support staff and teachers, as well as a student affairs specialist, a local law enforcement representative, a community mental health practitioner, and an intervention specialist, holds monthly meetings to review referrals of students struggling with attendance, academics, or socioeconomic or emotional problems. Members recommend interventions, connect students with different community agencies, and monitor their progress.
• Foster an atmosphere of trust and safety: Staff have worked diligently to build an environment of respect and trust between staff, students, and administrators. This is reflected in the leadership approach of the principal, which is expressed in a philosophy of serving and empowering teachers.