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Student Performance - 2012
State of California
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
State of California, 2011-12
Subject State
English-Language Arts
56%
Mathematics
51%
Science
60%
History - Social Science
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
State of California, 2011-12
STAR-Percent Scoring Proficient or Above by Subgroup data not available at the state level.
For more information on STAR, see Understanding California's Standardized Testing and Reporting Program



CAHSEE-10th Grade Percent Proficient and Above
State of California, 2011-12
Subject State
English-Language Arts
56.0%
Mathematics
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
State of California, 2011-12
CAHSEE-Percent of Students Achieving at Each Performance Level by Subgroup data not available at the state 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
State of California, 2011-12
Standards Met Percent of Students
Grade 5 Grade 7 Grade 9
All standards met
25.3%
31.9%
36.5%
Five of Six
23.2%
23.1%
22.9%
Four of Six
19.9%
19.3%
19.1%
Three of Six
15.3%
13.8%
12.0%
Two of Six
10.2%
7.9%
6.0%
One of Six
4.9%
3.2%
2.5%
No standards met
1.2%
0.8%
1.0%
Total Students Tested
449,122
440,541
441,162
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
State of California, 2011-12
Group Graduates Cohort Graduation Rate1
Race/Ethnicity
American Indian or Alaska Native
2,900
4,008
72.4%
Asian
40,772
44,774
91.1%
Native Hawaiian or Pacific Islander
2,457
3,192
77.0%
Filipino
12,466
13,736
90.8%
Hispanic or Latino
179,371
243,384
73.7%
Black or African American
25,799
39,104
66.0%
White
123,751
142,897
86.6%
Two or More Races
6,484
7,723
84.0%
None Reported
1,098
2,156
50.9%
Gender
Female
203,125
244,655
83.0%
Male
191,973
256,319
74.9%
Student Characteristics
English Learners
61,885
99,753
62.0%
Migrant Education
8,980
12,011
74.8%
Special Education
34,761
56,865
61.1%
Socioeconomically Disadvantaged
236,935
324,372
73.0%
Overall
All Students in Cohort2
395,098
500,974
78.9%
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, Data Reporting Office (CalPADS, DataQuest - Cohort Outcome Data by Program, 11/8/2013).
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
State of California, 2011-12
Race/Ethnicity Graduates with UC/CSU Required Courses As % of Graduates in Each Ethnic Group
American Indian or Alaska Native
779
24.9%
Asian
27,849
66.8%
Native Hawaiian or Pacific Islander
820
31.7%
Filipino
6,701
52.6%
Hispanic or Latino
54,157
28.0%
Black or African American
8,026
28.6%
White
58,110
45.5%
Two or More Races
3,121
46.0%
None Reported
931
41.2%
Total
160,494
38.3%
Trends: UC-CSU Eligible Graduates by Public Schools
Pop-trends
* Prior to 2012-13, the CDE may not have provided data if the number of students was less than 11. This will also affect the display of Pop-Trends reports for those student groups through 2011-12.

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
State of California, 2011-12
Group Dropouts Cohort Dropout Rate1
Race/Ethnicity
American Indian or Alaska Native
737
4,008
18.4%
Asian
2,452
44,774
5.5%
Native Hawaiian or Pacific Islander
492
3,192
15.4%
Filipino
728
13,736
5.3%
Hispanic or Latino
39,103
243,384
16.1%
Black or African American
8,638
39,104
22.1%
White
11,743
142,897
8.2%
Two or More Races
731
7,723
9.5%
None Reported
805
2,156
37.3%
Gender
Female
25,575
244,655
10.5%
Male
39,854
256,319
15.5%
Student Characteristics
English Learners
23,471
99,753
23.5%
Migrant Education
1,927
12,011
16.0%
Special Education
9,684
56,865
17.0%
Socioeconomically Disadvantaged
52,797
324,372
16.3%
Overall
All Students in Cohort2
65,429
500,974
13.1%
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, Data Reporting Office (CalPADS, DataQuest - Cohort Outcome Data by Program, 11/8/2013).
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
State of California, 2011-12
  State
Students Tested
194,191
% of Seniors Tested
39
Average Critical Reading Score
491
Average Math Score
510
Average Writing Score
491
Average Total Score
1,492
Trends: SAT Average Scores
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.