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Student Performance - 2011
Alameda High School
(CDS code  01-61119-0130229)
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
Alameda High School, 2010-11
Subject School District
English-Language Arts
67%
66%
Mathematics
41%
57%
Science
68%
69%
History - Social Science
67%
58%
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 (2010-11 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
Alameda High School, 2010-11
Group English/Language Arts Mathematics Science History - Social Science
Race/Ethnicity
Black or African American
41%
19%
34%
33%
American Indian or Alaska Native
0%
0%
0%
0%
Asian
68%
52%
72%
72%
Filipino
60%
24%
59%
46%
Hispanic or Latino
46%
20%
42%
45%
Native Hawaiian or Pacific Islander
0%
0%
0%
0%
White
79%
40%
77%
76%
Two or More Races
0%
0%
0%
0%
Gender
Male
61%
38%
66%
67%
Female
72%
44%
70%
66%
Student Characteristics
Economically Disadvantaged
48%
34%
49%
54%
English Learners
22%
25%
32%
24%
Students with Disabilities
26%
23%
29%
28%
Students Receiving Migrant Education Services
N/A
N/A
N/A
N/A
Overall
67%
41%
68%
67%
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 (2010-11 SARC Research Files)
For more information on STAR, see Understanding California's Standardized Testing and Reporting Program



CAHSEE-10th Grade Percent Proficient and Above
Alameda High School, 2010-11
Subject School District
English-Language Arts
75.0%
68.0%
Mathematics
76.0%
67.0%
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 (2010-11 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
Alameda High School, 2010-11
Group English/Language Arts Mathematics
Advanced Proficient Not Proficient Advanced Proficient Not Proficient
Race/Ethnicity
Black or African American
27.0%
13.0%
60.0%
4.0%
31.0%
65.0%
American Indian or Alaska Native
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
Asian
57.0%
20.0%
23.0%
50.0%
38.0%
12.0%
Filipino
52.0%
29.0%
19.0%
23.0%
32.0%
45.0%
Hispanic or Latino
33.0%
22.0%
45.0%
23.0%
23.0%
53.0%
Native Hawaiian or Pacific Islander
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
White
65.0%
19.0%
16.0%
43.0%
36.0%
21.0%
Two or More Races
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
Gender
Male
48.0%
23.0%
29.0%
38.0%
39.0%
22.0%
Female
62.0%
18.0%
20.0%
42.0%
32.0%
25.0%
Student Characteristics
Economically Disadvantaged
35.0%
22.0%
43.0%
29.0%
38.0%
33.0%
English Learners
12.0%
17.0%
72.0%
18.0%
39.0%
42.0%
Students with Disabilities
10.0%
19.0%
71.0%
20.0%
13.0%
67.0%
Students Receiving Migrant Education Services
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
Overall
55.0%
21.0%
25.0%
40.0%
36.0%
24.0%
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 (2010-11 SARC Research Files).
The California Department of Education has more information on the CAHSEE.



Number of Physical Fitness Area Standards Met
Alameda High School, 2010-11
Standards Met Percent of Students
Grade 9
All standards met
45.9%
Five of Six
28.9%
Four of Six
14.2%
Three of Six
5.7%
Two of Six
3.7%
One of Six
0.7%
No standards met
0.9%
Total Students Tested
436
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
Alameda High School, 2010-11
Group Graduates from School School Cohort Graduation Rate1
School2 District
Race/Ethnicity
American Indian or Alaska Native
*
*
0.0%
20.0%
Asian
197
210
93.8%
92.3%
Native Hawaiian or Pacific Islander
*
*
100.0%
100.0%
Filipino
27
28
96.4%
85.5%
Hispanic or Latino
28
33
84.9%
73.2%
Black or African American
18
20
90.0%
71.6%
White
120
128
93.8%
85.9%
Two or More Races
*
*
100.0%
72.7%
Gender
Female
208
213
97.7%
89.9%
Male
191
216
88.4%
79.2%
Student Characteristics
English Learners
81
94
86.2%
80.5%
Migrant Education
*
*
100.0%
100.0%
Special Education
78
87
89.7%
73.2%
Socioeconomically Disadvantaged
234
253
92.5%
83.4%
Overall
All Students in Cohort3
399
429
93.0%
84.4%
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.
2No school-level rate for ASAM and COE schools. Instead district and countywide rates respectively are displayed for these schools.
3The 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 (9/24/2012).
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
Alameda High School, 2010-11
  As % of Graduates in Each Ethnic Group
Race/Ethnicity Graduates with UC/CSU Required Courses School District
American Indian or Alaska Native
0
0.0%
50.0%
Asian
112
56.9%
51.6%
Native Hawaiian or Pacific Islander
*
*
50.0%
Filipino
13
48.1%
36.6%
Hispanic or Latino
11
39.3%
28.3%
Black or African American
*
*
25.0%
White
80
66.7%
57.4%
Two or More Races
*
*
36.4%
None Reported
0
0.0%
25.0%
Total
226
56.6%
45.3%
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, grads11.txt 7/11/12)
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
Alameda High School, 2010-11
Group Dropouts from School School Cohort Dropout Rate1
School2 District
Race/Ethnicity
American Indian or Alaska Native
*
*
100.0%
60.0%
Asian
*
210
4.3%
4.3%
Native Hawaiian or Pacific Islander
*
*
0.0%
0.0%
Filipino
*
28
0.0%
9.2%
Hispanic or Latino
*
33
9.1%
14.4%
Black or African American
*
20
0.0%
16.4%
White
*
128
4.7%
7.0%
Two or More Races
*
*
0.0%
9.1%
Gender
Female
*
213
1.4%
5.6%
Male
16
216
7.4%
11.7%
Student Characteristics
English Learners
*
94
9.6%
11.2%
Migrant Education
*
*
0.0%
0.0%
Special Education
*
87
3.4%
8.5%
Socioeconomically Disadvantaged
13
253
5.1%
9.2%
Overall
All Students in Cohort3
19
429
4.4%
8.7%
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.
2No school-level rate for ASAM and COE schools. Instead district and countywide rates respectively are displayed for these schools.
3The 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 (9/24/2012).
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
Alameda High School, 2010-11
  School District
Students Tested
320
506
% of Seniors Tested
75
57
Average Critical Reading Score
525
513
Average Math Score
556
539
Average Writing Score
530
517
Average Total Score
1,611
1,569
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.