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Adequate Yearly Progress - 2012
State of California
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Statewide, students did not meet all requirements for 2012 Adequate Yearly Progress as determined by the California Department of Education. Details of their performance are in the tables below.
These results are from the 2012 Accountability Progress Report (APR), released by the California Department of Education in October 2012. Click here for more information about APR.
The CDE has 16 alternative methods for determining if schools made AYP. These apply to schools for which AYP indicators cannot be calculated in the standard way or whose circumstances meet allowable exceptions. Examples are alternative schools and very small schools. Some schools made AYP because of these alternative calculations, but the original data is reported in the tables below.
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red
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Under the federal No Child Left Behind Act (NCLB), students in the state as a whole must make "adequate yearly progress" (AYP) in several areas, based primarily on student performance and participation. - Performance: Each year the percent of students in each subgroup scoring "proficient" or above in English/language arts and mathematics on standardized tests must meet or exceed target percentages known as "annual measurable objectives" (AMOs) that increased substantially for 2012.
- Participation: The percent of students in each subgroup taking the tests must meet or exceed 95%.
- Additional indicators for AYP include scoring at certain levels on the Academic Performance Index (API) and, for high school students, improving their graduation rates.
Click here for an explanation of the accountability provisions of NCLB.
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Performance - Annual Measurable Objectives (AMOs)
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2012 English/Language Arts Percent Proficient or Above
Pop-trends
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58.1%
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Proficiency levels are measured using the California Standards Tests for elementary and middle school students and the California High School Exit Exam for high schools. Target percentages are known as "annual measurable objectives" (AMOs). The AMOs for the state as a whole increased substantially in 2012, to 78.0% in English/language arts and 78.2% in mathematics.
Each numerically significant subgroup of students must also meet the AMOs in both subjects to make Adequate Yearly Progress. The subgroups are based on ethnicity, disability, socioeconomically disadvantaged (free/reduced price meal program and/or parents without high school diplomas), and English learners.
Click here for performance data by subgroup.
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All subgroups met AMOs in English/Language Arts?
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No
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2012 Math Percent Proficient or Above
Pop-trends
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59.5%
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All subgroups met AMOs in Math?
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No
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Participation Rates
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2012 English/Language Arts Participation Rate
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99.0%
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Each numerically significant subgroup of students must have a 95% participation rate in both English/language arts and math in order to make Adequate Yearly Progress. The subgroups are based on ethnicity, disability, socioeconomically disadvantaged (free/reduced price meal program and/or parents without high school diplomas), and English language status.
Click here for participation data by subgroup.
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All subgroups met Participation Rate in English/Language Arts?
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Yes
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2012 Math Participation Rate
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99.0%
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All subgroups met Participation Rate in Math?
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Yes
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Additional Indicator(s)
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2012 Growth API
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788
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The 2012 Growth Academic Performance Index (API) must be at least 740 or improve over the 2011 Base API by at least one point.
To meet AYP criteria, the state, based on 2010-11 graduation rates, must: - Have a four-year cohort graduation rate of at least 90.0%, or
- Meet a 2012 fixed growth target rate, or
- Meet a 2012 variable growth target rate.
Fixed and variable target graduation rates are calculated if the 90% goal is not attained.
All student subgroups also must meet the above standards in order for the state to make the graduation rate target.
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2012 Graduation Rate
Pop-trends
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76.7%
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Made Graduation Rate Target?
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No
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Note1: N/A indicates information is not available or not applicable.
Note2: AYP indicators are highlighted in red if they do not meet AYP target values. Some AYP indicator values that appear not to meet a standard actually do meet AYP standards due to an alternative method determination and will not be highlighted in red.
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| Source: California Department of Education: Analysis, Measurement, and Accountability Reporting Division, (AYP: apr12dbf, 3/13/13; Title I: schlpi12, 3/12/13). |
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| Subgroup Performance and Participation |
| Student Subgroups1 |
Annual Measurable Objectives (AMOs) |
| % Proficient and Above |
% Participation |
English/Language Arts
(78% Target) |
Mathematics
(78.2% Target) |
English/Language Arts
(95% Target) |
Mathematics
(95% Target) |
| Black or African American |
45.6
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42.3
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99
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99
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| American Indian or Alaska Native |
49.8
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48.5
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99
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99
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| Asian |
80.0
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84.8
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100
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100
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| Filipino |
75.5
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75.1
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100
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100
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| Hispanic or Latino |
46.9
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50.6
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99
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99
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| Native Hawaiian or Pacific Islander |
55.0
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56.9
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99
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99
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| White |
74.0
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71.2
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99
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99
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| Two or more Races |
73.4
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70.6
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99
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99
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| Socio-economically Disadvantaged |
46.3
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50.2
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99
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99
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| English Learner |
40.6
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49.5
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99
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100
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| Students with Disabilities |
35.7
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37.2
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97
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98
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1To be numerically significant, a subgroup must have 100 pupils or be 15% of total enrollment with at least 50 pupils with valid test scores. See Students by Ethnicity and Languages of English Learner Students for student enrollment counts taken during the year.
Note: AYP indicators are highlighted in red if they do not meet AYP target values. Some AYP indicator values that appear not to meet a standard actually do meet AYP standards due to an alternative method determination and will not be highlighted in red.
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Source: California Department of Education: Analysis, Measurement, and Accountability Reporting Division, (AYP: apr12dbf, 3/13/13; Title I: schlpi12, 3/12/13).
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