Skip Ribbon Commands
Skip to main content

Accountability - AYP Tab for Azusa Unified School District
Use the pull-down menus to find a wealth of financial, demographic and performance data.
Tools
Navigation Help
Select Report County
Year District

API Growth
API Base
AYP
Performance
Adequate Yearly Progress - 2012
Azusa Unified
(CDS code 19-64279)


This district has not met all requirements for 2012 Adequate Yearly Progress as determined by the California Department of Education. Details of the district's 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.

Not all AMOs met.
red

Under the federal No Child Left Behind Act (NCLB), school districts as well as schools 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 districts with high schools, improving their graduation rates.
Click here for an explanation of the accountability provisions of NCLB.

 

Performance - Annual Measurable Objectives (AMOs)
2012 Districtwide English/Language Arts Percent Proficient or Above

Pop-trends
46.3% Proficiency levels are measured using the California Standards Tests for elementary and middle schools and the California High School Exit Exam for high schools. Target percentages are known as "annual measurable objectives" (AMOs).
    The AMOs for unified school districts increased substantially in 2012, to 78.0% in English/language arts and 78.2% in mathematics. Districts with fewer than 100 valid scores have adjusted AMOs and must meet adjusted percent proficient targets.
Each numerically significant subgroup of students must meet the AMOs in both subjects for the district 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.

A district can make AYP if the percent of students (whole district or subgroups) who are below proficient in ELA or math decreased by 10% from the previous year; in this "safe harbor" provision the district must have a 95% participation rate and an API Growth score of 740 or one point above the previous year.

Click here for performance data by subgroup.
All subgroups met AMOs in English/Language Arts? No
2012 Districtwide Math Percent Proficient or Above

Pop-trends
48.2%
All subgroups met AMOs in Math? No
Participation Rates
2012 District English/Language Arts Participation Rate 100.0% The district as a whole and 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.
All subgroups met Participation Rate in English/Language Arts? Yes
2012 District Math Participation Rate 99.0%
All subgroups met Participation Rate in Math? Yes
Additional Indicator(s)
2012 Growth API









735 Each district’s 2012 Growth Academic Performance Index (API) must be at least 740 or improve over the 2011 Base API by at least one point. An "Invalid" Growth API also prevents the district from making AYP.

To meet AYP criteria, districts with grade twelve enrollment or at least one graduate in the cohort of the graduation rate, based on 2010-11 graduation rates, must:
  1. Have a four-year cohort graduation rate of at least 90.0%, or
  2. Meet a 2012 fixed growth target rate, or
  3. Meet a 2012 variable growth target rate.
Fixed and variable target graduation rates are calculated for districts that have not reached the 90% goal.

All student subgroups also must meet the above standards in order for the district to make the graduation rate target.
2012 Graduation Rate

Pop-trends
87.8%
Made Graduation Rate Target? Yes
Program Improvement - Title I
District placed in Program Improvement?

Yes Because this district receives federal Title I funds, it will be placed in Program Improvement if it fails to make Adequate Yearly Progress on the same indicator for two years in a row.
Level of Program Improvement Year 3
Socioeconomically disadvantaged API 725
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.
Source: California Department of Education: Analysis, Measurement, and Accountability Reporting Division, (AYP: apr12dbf, 3/13/13; Title I: distpi12, 3/12/13).
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 N/A N/A N/A N/A
American Indian or Alaska Native N/A N/A N/A N/A
Asian N/A N/A N/A N/A
Filipino N/A N/A N/A N/A
Hispanic or Latino 45.1 47.2 100 99
Native Hawaiian or Pacific Islander N/A N/A N/A N/A
White 54.4 56.8 100 99
Two or more races N/A N/A N/A N/A
Socio-economically Disadvantaged 43.5 46.2 100 99
English Learner 35.9 41.9 100 100
Students with Disabilities 2 24.5 23.5 99 98
1 To 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.
Source: California Department of Education: Analysis, Measurement, and Accountability Reporting Division, (AYP: apr12dbf, 3/13/13; Title I: distpi12, 3/12/13).
 

All contents copyright © 2014, Education Data Partnership. All rights reserved.

Ed-Data is a partnership of the California Department of Education, EdSource and the Fiscal Crisis & Management Assistance Team (FCMAT) designed to offer educators, policy makers, the legislature, parents, and the public quick access to timely and comprehensive data about K-12 education in California.