That illustrates how these two systems look at student performance in different ways. Countywide, about one-quarter of the schools and about one in 10 districts met all of the federal requirements for making Annual Yearly Progress AYP. To make AYP, schools and districts must meet a constantly rising bar; last year, the target percentage of students that must score at proficient or advanced increased by about 11 percent from the previous year.
However, the other portion of the APRs paint a different picture. These results are based on the No Child Left Behind Act, which has a goal of getting all students up to proficient levels by The in consecutive years didn't meet the federal AYP goals.
The district in met 28 of 40 AYP goals. For a district to meet the federal benchmarks set forth in AYP, all significant student subgroups in the district must score at proficient levels mainly in English and math tests. If a district's English-learners subgroup fails to meet standards in English, for example, the district fails as a whole, despite having all other subgroups testing at proficiency.
On top of that, districts who fail to meet AYP standards get the dubious distinction of being under Program Improvement. Schools and districts may face federal sanctions and fines if they fail to emerge from Program Improvement, something that's considered a difficult task. To get out from underneath that shadow, schools and districts must meet all federal benchmarks for two years in a row.
So in a nutshell: Livermore is performing well when it comes to state standards. Not so well when it comes to what the federal folks expect. Education experts predict that every district in the nation will be designated Program Improvement by To view the APRs click here. These schools are indicated with the letter B in the CDE database. In some cases, if the school has some invalid data, the CDE cannot calculate a valid rank for the school. For these schools, the statewide rank will display as the letter I in the CDE database.
The Academic Performance Index assigns one number to a school on a scale of to 1,, with a score of at least as the goal. The first step in calculating the API is to divide a school's individual student scores in each subject into five performance bands. The performance bands for California Standards Test CST results are labeled advanced, proficient, basic, below basic, and far below basic.
The next step is to apply weights to the percent of students with scores in each performance band least weight for the lowest bands. These are summed to give a value for the subject. Then each subject area and test is given a weight within the index. The weights depend on which tests are given to each grade in each school. The calculation also depends on the number of valid test scores at the school.
Finally, the resulting scores are added to become one number for each school—its API. A school district's API is the sum total of all the student not school scores. The state adjusts API scores to compensate for the effect of those new elements. The mechanism for that technical adjustment is called the scale calibration factor.
Even so, the CDE warns against tracking the scores year to year. A better comparison is to look at whether a school or district consistently meets its growth targets or to consider the amount of growth year to year. Even within a cycle, the students represented in each year are different. For example, in a K—6 school, you have a group of 2nd—6th graders present in year one, but in year two the 2nd graders are new and the 6th graders from year one are gone.
For example, a school with an API of would have a growth target of A school with an API between and would need to gain five points. A school that is at or above is expected to stay above that threshold. Special education centers and schools without valid Base API scores have no growth targets. The process repeats each year. In most years since then, the percentages have edged upwards, though they declined slightly in for all schools statewide.
When the Growth API is calculated, a school gets more credit for improvements at the bottom of the performance range than the top, creating an incentive for schools to focus on their lowest-performing students. Each school's "numerically significant" subgroups of ethnic, socioeconomically disadvantaged SED students, English learners, and students with disabilities must show the same improvement in performance.
For previous years, API scores are reported only for subgroups that are numerically significant. Regardless of whether or not an API score is reported, only subgroups that are numerically significant receive API growth targets.
Schools are ranked in two ways: 1 statewide according to type and 2 compared with schools with similar characteristics. For the statewide ranking, the API scores are divided into 10 equal groups deciles for elementary, middle, and high schools.
A school's statewide rank is the decile into which it falls. Schools with 1 to 99 test scores are grouped with the others according to grades served, but small schools' scores are not used to calculate rankings.
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