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Student Performance - 2012
Lynwood Unified School District
(CDS code  19-64774)
This page includes:
STAR Results
STAR Results by Subgroup
CAHSEE Percent Proficient & Above
CAHSEE by Performance Level
California Fitness Tests
Cohort Graduation Rate
Graduates with UC/CSU Courses
Cohort Dropout Rate
SAT Results
State Tests

STAR-Percent of Students Scoring at Proficient or Advanced
Lynwood Unified School District, 2011-12
Subject District State
English-Language Arts
39%
56%
Mathematics
34%
51%
Science
40%
60%
History - Social Science
31%
49%
N/A: Data not available (e.g. the number of students is less than 11, or the test was not administered)
Source: California Department of Education: Evaluation, Research, and Analysis Office (2011-12 SARC Research Files)
California's Standardized Testing and Reporting (STAR) program, which includes the California Standards Tests (CST), the California Modified Assessment (CMA), and the California Alternate Performance Assessment (CAPA), measures the achievement of California content standards for grades two through eleven. STAR results include English-language arts and mathematics in grades 2-11, science in grades 5 and 8-11, and history-social science in grades 8, 10, and 11. In high school, math and science tests reflect the course in which the student is enrolled. There are five benchmarks to indicate a student's proficiency on STAR. "Proficient" or "Advanced" indicates that a student is meeting or exceeding state standards, which is the desired achievement goal for all students.



STAR-Percent Scoring Proficient or Above by Subgroup
Lynwood Unified School District, 2011-12
STAR-Percent Scoring Proficient or Above by Subgroup data not available at the district level.
For more information on STAR, see Understanding California's Standardized Testing and Reporting Program



CAHSEE-10th Grade Percent Proficient and Above
Lynwood Unified School District, 2011-12
Subject District State
English-Language Arts
34.0%
56.0%
Mathematics
35.0%
58.0%
N/A: Data not available (e.g. the number of students is less than 11, or the test was not administered)
Source: California Department of Education: Evaluation, Research, and Analysis Office (2011-12 SARC Research Files).
The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement in California, judged pass/fail. But the results of this exam are also used to determine Adequate Yearly Progress (AYP) for high schools, as required by the federal No Child Left Behind (NCLB) law. For purposes of calculating AYP, three performance levels were set: Advanced, Proficient, and Not Proficient. Students must score Proficient or above to meet performance goals for AYP.



CAHSEE-Percent of Students Achieving at Each Performance Level by Subgroup
Lynwood Unified School District, 2011-12
CAHSEE-Percent of Students Achieving at Each Performance Level by Subgroup data not available at the district level.
Note:California requires students to "pass" the CAHSEE in order to graduate, which is different from "proficient."
N/A: Data not available (e.g. the number of students is less than 11, or the test was not administered)
Source: California Department of Education: Evaluation, Research, and Analysis Office (2011-12 SARC Research Files).
The California Department of Education has more information on the CAHSEE.



Number of Physical Fitness Area Standards Met
Lynwood Unified School District, 2011-12
Standards Met Percent of Students
Grade 5 Grade 7 Grade 9
All standards met
12.0%
22.1%
22.4%
Five of Six
20.0%
22.1%
24.9%
Four of Six
21.1%
23.2%
21.1%
Three of Six
20.9%
16.4%
17.8%
Two of Six
16.2%
10.5%
7.9%
One of Six
8.7%
4.7%
4.2%
No standards met
1.1%
1.0%
1.7%
Total Students Tested
1,154
1,083
954
Note:Number of students tested includes students who were partially tested.
N/A: Data not available (e.g. the number of students is less than 11, or the test was not administered)
Source: California Department of Education: 2011 PFT Statewide Research Files (1/18/12)
Students take the California Fitness tests in grades 5, 7, and 9. Students are expected to meet Physical Fitness standards in six areas: Aerobic Capacity, Body Composition, Abdominal Strength, Trunk Extensor Strength, Upper Body Strength, and Flexibility. The California Department of Education has more detailed information on these fitness tasks.



Cohort Graduation Rate
Lynwood Unified School District, 2011-12
Group Graduates from District District Cohort Graduation Rate1
District County
Race/Ethnicity
Asian
*
*
100.0%
92.5%
Native Hawaiian or Pacific Islander
*
*
0.0%
74.1%
Hispanic or Latino
834
1,180
70.7%
70.9%
Black or African American
63
100
63.0%
65.2%
White
*
*
100.0%
84.6%
None Reported
*
*
0.0%
33.7%
Gender
Female
475
608
78.1%
79.0%
Male
426
679
62.7%
70.4%
Student Characteristics
English Learners
247
441
56.0%
55.1%
Migrant Education
*
12
83.3%
74.2%
Special Education
45
63
71.4%
56.9%
Socioeconomically Disadvantaged
851
1,197
71.1%
71.0%
Overall
All Students in Cohort2
901
1,287
70.0%
74.7%
1The four-year graduation rate is the number of students who graduate in four years with a regular high school diploma divided by the number of students who form the adjusted cohort for the graduating class.
2The total number of students will not be equal to the sum of the subgroup student numbers since there is overlap in the Ethnic, Gender, and Other subgroups.
Note:Charter schools that are statewide benefit charters or are operated by the State Board of Education are reported as districts. Direct funded charter schools also are reported as districts and do not have their data aggregated with other schools in the authorizing district. All other charter schools have their data aggregated with the data from other schools in the authorizing district.
* To protect student privacy, no data are provided if the number of students is less than 11.

Grayed out cells in the above table indicate there are no students reported for the group.
Source: California Department of Education, Education Demographics Unit (2/8/2013).
The four-year cohort graduation rate is calculated by dividing the number of students in the 4-year adjusted cohort who graduate in four years or less with either a traditional high school diploma, an adult education high school diploma, or have passed the California High School Proficiency Exam (CHSPE) by the number of students who form the adjusted cohort for that graduating class.

However students from the cohort who (1) pass the General Education Development (GED) test, (2) complete requirements necessary to obtain a special education certificate of completion, or (3) remain enrolled in the 9-12 instructional system without a high school diploma are not included in calculations for either the cohort graduation or cohort dropout rates. Thus, the cohort graduation rate and the cohort dropout rate will not always sum to 100%.

California began using cohort data to report graduation rates with the 2009-10 school year. Because the 4-year cohort graduation rate is calculated differently from the NCES completer rate that was used previously, rates before 2009-10 cannot be compared to rates in 2009-10 and subsequent years.

For more information, see our article on Dropout/Graduation Rates.

Note: Schools administered by the County Office of Education receive the county-wide rate. Alternative Schools Accountability Model (ASAM) schools that are not Direct Funded Charters and not County Office of Education administrated receive the district-wide rate.



Graduates with UC/CSU Required Courses by Race/Ethnicity
Lynwood Unified School District, 2011-12
  As % of Graduates in Each Ethnic Group
Race/Ethnicity Graduates with UC/CSU Required Courses District County
American Indian or Alaska Native
0
0.0%
35.3%
Asian
2
66.7%
66.2%
Native Hawaiian or Pacific Islander
0
0.0%
33.6%
Filipino
0
0.0%
52.0%
Hispanic or Latino
344
39.3%
31.8%
Black or African American
13
19.1%
33.3%
White
0
0.0%
51.0%
Two or More Races
0
0.0%
56.0%
None Reported
0
0.0%
52.9%
Total
359
37.9%
39.6%
Pop-trends
* To protect student privacy, no data is provided if the number of students is less than 11. This will also affect the display of Pop-Trends reports for those student groups.

Grayed out cells in the above table indicate there are no students reported for the group.
Source: California Department of Education, Data Reporting Office (CBEDS, Grads12.txt 4/19/2013)
The number of twelfth-grade graduates, by ethnicity, completing all the courses required for University of California (UC) and/or California State University (CSU) entrance with a grade of "C" or better. This represents only a portion of the entrance requirements for UC or CSU.



Cohort Dropout Rate
Lynwood Unified School District, 2011-12
Group Dropouts from District District Cohort Dropout Rate1
District County
Race/Ethnicity
Asian
*
*
0.0%
4.6%
Native Hawaiian or Pacific Islander
*
*
100.0%
16.8%
Hispanic or Latino
230
1,180
19.5%
16.9%
Black or African American
28
100
28.0%
21.6%
White
*
*
0.0%
9.1%
None Reported
*
*
50.0%
47.8%
Gender
Female
96
608
15.8%
12.4%
Male
164
679
24.2%
17.5%
Student Characteristics
English Learners
129
441
29.3%
26.5%
Migrant Education
*
12
16.7%
13.4%
Special Education
*
63
15.9%
18.6%
Socioeconomically Disadvantaged
228
1,197
19.0%
16.8%
Overall
All Students in Cohort2
260
1,287
20.2%
14.9%
1The four-year dropout rate is the number of students who dropout in four years or earlier divided by the number of students who form the adjusted cohort for the graduating class.
2The total number of students will not be equal to the sum of the subgroup student numbers since there is overlap in the Ethnic, Gender, and Other subgroups.
Note:Dropout rate calculations are not posted for schools that:
  • have one or more grade levels with zero enrollment.
  • are operated by County Offices of Education because of constraints in interpreting these calculations with high mobility schools.
* To protect student privacy, no data are provided if the number of students is less than 11.

Grayed out cells in the above table indicate there are no students reported for the group.
Source: California Department of Education, Education Demographics Unit (2/8/2013).
The dropout rate is the percentage of students that leave the 9-12 instructional system without a high school diploma, GED, or special education certificate of completion and do not remain enrolled after the end of the 4th year.

The 4-year cohort dropout rate is calculated using student-level information and dividing the number of students that dropped out by the number of students in the adjusted cohort, or group, of students that entered the 9th grade four years earlier.

Note that students from the cohort who (1) pass the General Education Development (GED) test, (2) complete requirements necessary to obtain a special education certificate of completion, or (3) remain enrolled in the 9-12 instructional system without a high school diploma are not included in calculations for either the cohort graduation or cohort dropout rates. Thus, the cohort graduation rate and the cohort dropout rate will not always sum to 100%.

The California Department of Education began reporting cohort dropout rates with the 2009-10 school year. Because a different calculation for dropout rates was used previously, rates from before 2009-10 cannot be compared to rates in 2009-10 and subsequent years.

For more information, see our article on Dropout/Graduation Rates.

Note: Schools administered by the County Office of Education receive the county-wide rate. Alternative Schools Accountability Model (ASAM) schools that are not Direct Funded Charters and not County Office of Education administrated receive the district-wide rate.



SAT Results
Lynwood Unified School District, 2011-12
  District County
Students Tested
418
54,557
% of Seniors Tested
33
45
Average Critical Reading Score
411
466
Average Math Score
425
486
Average Writing Score
421
471
Average Total Score
1,257
1,423
Pop-trends
* To protect student privacy, no data is provided if the number of students is less than 11. This will also affect the display of Pop-Trends reports for those student groups.
Source: California Department of Education: Analysis, Measurement, and Accountability Reporting Division
The majority of college-bound students in California take the SAT college admissions exam, now called SAT Reasoning Test. In 2005-06, the total possible score changed from 1,600 to 2,400.



State Tests

California uses a variety of tests to determine school and district performance, primarily through the Standardized Testing and Reporting program (STAR). While test scores are not currently available on Ed-Data, the California Department of Education's website has full testing results.

Assessment results for every school, district, county and the state are at http://star.cde.ca.gov. That site also has breakdowns by categories, such as ethnicity, language, gender, income and more.
For information about the California High School Exit Exam (CAHSEE), go to http://cahsee.cde.ca.gov.
The results of the California English Language Development Test (CELDT) are at http://celdt.cde.ca.gov.

See the Ed-Data document Understanding California's Student Testing and Reporting Program for a comprehensive explanation of California's extensive testing program.

Please send any comments or questions to Ed-Data@cde.ca.gov.

 

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.