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Accountability - AYP Tab for State of California
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Adequate Yearly Progress - 2013
State of California

Statewide, students did not meet all requirements for 2013 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 2013 Accountability Progress Report (APR), released by the California Department of Education in August 2013. 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.

All AMOs met, all participation rates met.
red

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 2013.
     
  • 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.

 

Performance - Annual Measurable Objectives (AMOs)
2013 English/Language Arts Percent Proficient or Above

Pop-trends
56.6% 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 2013, to 89.0% in English/language arts and 89.1% 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.
All subgroups met AMOs in English/Language Arts? No
2013 Math Percent Proficient or Above

Pop-trends
59.5%
All subgroups met AMOs in Math? No
Participation Rates
2013 English/Language Arts Participation Rate 99.0% 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
2013 Math Participation Rate 99.0%
All subgroups met Participation Rate in Math? Yes
Additional Indicator(s)
2013 Growth API






790 The 2013 Growth Academic Performance Index (API) must be at least 770 or improve over the 2012 Base API by at least one point.

To meet AYP criteria, the state, based on 2011-12 graduation rates, must:
  1. Have a four-year cohort graduation rate of at least 90.0%, or
  2. Meet a 2013 fixed growth target rate, or
  3. Meet a 2013 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.
2013 Graduation Rate

Pop-trends
78.9%
Made Graduation Rate Target? No
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: apr13adb, 3/11/14; Title I: schlpi13, 3/11/14).
Subgroup Performance and Participation
Student Subgroups1 Annual Measurable Objectives (AMOs)
% Proficient and Above % Participation
English/Language Arts
(89% Target)
Mathematics
(89.1% Target)
English/Language Arts
(95% Target)
Mathematics
(95% Target)
Black or African American 43.4 41.6 99 99
American Indian or Alaska Native 47.9 48.3 98 98
Asian 79.4 85.0 100 100
Filipino 73.8 75.0 100 100
Hispanic or Latino 45.4 50.6 99 99
Native Hawaiian or Pacific Islander 52.3 56.2 99 99
White 72.3 71.3 99 99
Two or more Races 70.1 69.6 99 99
Socio-economically Disadvantaged 45.1 50.3 99 99
English Learner 38.9 49.2 99 100
Students with Disabilities 34.9 37.1 97 98
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.
Source: California Department of Education: Analysis, Measurement, and Accountability Reporting Division, (AYP: apr13adb, 3/11/14; Title I: schlpi13, 3/11/14).
 

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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.