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Re: O'Connell Press Release on API Results
At 09:59 PM 3/21/2006 -0800, Susan Harman wrote:
Why does this feel like Alice through the Looking Glass?
Susan
You must run faster and faster just to stay in the same place.
It is important to note that there will always be schools ranked 1 and
schools ranked 10 because of the nature of the decile system. Ten percent
of schools will always be in each decile. However, the range of scores
included in each decile has increased steadily over time.
For example, an API score of 638 in 1999 would place an elementary school
above the median and in statewide rank 6. That same API score of 638 in
2005 would place a school in the bottom statewide rank 1.
"This illustrates how our schools are advancing as a whole. A respectable
score earned in 1999 would not be cause for celebration today because of
the steady rise in scores overall," said O?Connell.
Begin forwarded message:
From: George Sheridan <learn@jps.net>
Date: Tue Mar 21, 2006 9:59:44 PM US/Pacific
To: Ca-resisters@interversity.org
Subject: [ca-resisters] O'Connell Press Release on API Results
Reply-To: ca-resisters@interversity.org
http://www.cde.ca.gov/nr/ne/yr06/yr06rel27.asp
SUPERINTENDENT O'CONNELL RELEASES 2005 API BASE
RESULTS, GROWTH TARGETS, SCHOOL RANKINGS
SACRAMENTO ? State Superintendent of Public Instruction Jack O'Connell
today released the 2005 Academic Performance Index (API) base results,
growth targets, and school rankings for more than 8,700 eligible
California schools.
"California schools continue to make solid academic gains," O?Connell
said. "The API is a powerful tool to hold our schools accountable for
progress. I encourage parents, students, educators, and the public to
review the API ranking for schools in their community."
The data released today show California schools at every level are making
steady progress toward reaching the statewide performance target of 800 ?
part of API?s numeric index that ranges from a low of 200 to a high of
1000. The percentage increase in high schools scoring above the 800 mark
outpaced middle and elementary schools in 2005.
"I am particularly pleased to see that our focus on high schools is
paying dividends," O?Connell said. "I believe the California High School
Exit Exam has been a key driver of progress as our students concentrate
on learning the standards. It has also resulted in more focused
instruction and individualized attention for struggling students. We
still have a long way to go to improve our high schools, but I applaud
the rate of improvement and hope that we can increase the pace."
High schools posted a 68.6 percent increase in the percentage of high
schools meeting or exceeding the benchmark of 800. Elementary and middle
schools show impressive gains of nearly 20 percent. (See Table E.)
The percentage of the state?s elementary schools at or above 800 is 31.6
percent, up from 26.4 percent a year ago; middle schools is 20.7 percent,
up from 17.3 percent; and high schools is at 11.8 percent, up from 7.0
percent (see Table A).
Median scores for schools have also increased, showing steady
improvement. The 2005 median API Base for elementary schools is 750, up
20 points from 2004 (See Table B). Middle school and high school median
scores show similar gains of 17 points and 25 points respectively (See
Tables C and D).
Schools are expected to meet their annual API growth targets during the
2006 Standardized Testing and Reporting (STAR) and California High School
Exit Exam (CAHSEE) examinations. The growth target for a school is 5
percent of the difference between a school's API Base and the statewide
performance target of 800.
School API rankings released today allow the public to compare progress
at an individual school compared to others statewide.
Schools are ranked academically on a scale from 1 to 10 (10 being the
highest) to determine a school's standing compared to other schools
statewide (statewide ranks) and to schools with similar characteristics
(similar schools ranks). In the calculation of similar schools ranks a
dozen demographic variables are evaluated to identify schools with
similar educational challenges.
It is important to note that there will always be schools ranked 1 and
schools ranked 10 because of the nature of the decile system. Ten percent
of schools will always be in each decile. However, the range of scores
included in each decile has increased steadily over time.
For example, an API score of 638 in 1999 would place an elementary school
above the median and in statewide rank 6. That same API score of 638 in
2005 would place a school in the bottom statewide rank 1.
"This illustrates how our schools are advancing as a whole. A respectable
score earned in 1999 would not be cause for celebration today because of
the steady rise in scores overall," said O?Connell.
In January, the State Board of Education (SBE) adopted the addition of
six new characteristics for use in similar schools ranking calculations.
The six new characteristics were adopted to improve the accuracy of the
similar schools ranking methodology. (No new data collections were needed
to incorporate the new characteristics.) For more information, please
refer to the 2005 API Base Information Guide, mid-Page 41
http://www.cde.ca.gov/ta/ac/ap/documents/infoguide05b.pdf (PDF; 985KB; 93pp.).
The API reports school performance on student assessments that are a part
of the STAR program, plus results from the CAHSEE. There are no new
assessments added to the 2005 API Base.
However, two new API subgroups were adopted by the SBE in order to meet
the requirements of Senate Bill 722 and to align the API subgroup
definition with that of the No Child Left Behind (NCLB). These two new
subgroups, English learners and students with disabilities, will be
required to demonstrate comparable improvement in the same way as other
subgroups.
The 2005 API Base results, growth targets, and school rankings are posted
at: Academic Performance Index (API), http://www.cde.ca.gov/ta/ac/ap/index.asp
George Sheridan
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