August 14, 2008
State Schools Chief Jack O'Connell Releases 2008 STAR Program Results Showing California Students Continue to Improve
LOS ANGELES/SAN JOSE — State Superintendent of Public Instruction Jack O'Connell today released the results of the 2008 Standardized Testing and Reporting (STAR) Program that show California students continue to make steady gains in English-language arts, math, science, and social science.
"California public school students are continuing to make solid, steady progress learning the skills and concepts necessary for success in school and in life. Since 2003, 532,494 more California students have become proficient in English-language arts and 415,129 more students have become proficient in math. While we still have a lot of work to do to reach our goal of universal proficiency, this year's gains are particularly encouraging considering they build upon five years of steady growth," O'Connell said.
"The results also show significant increases in science and social science. California has some of the highest standards in the nation, and I am exceptionally proud of the hard work and dedication of our students, teachers, administrators, paraprofessionals, and parents that led to this achievement," he said.
The STAR results may be found at: Standardized Testing and Reporting (STAR) Results.
In the six years since all California Standards Tests (CSTs) were completely aligned to state standards, the percentage of students scoring proficient or advanced increased by 11 points in English-language arts (ELA) or from 35 percent to 46 percent, (Table 1) and 8 points in math, from 35 percent to 43 percent (Table 5). The percentage of students scoring at the proficient and advanced levels on the fifth grade science test has increased by 22 points since 2004; the first year the test was given (Table 10).
The percentage of students scoring proficient or advanced in grades two, four, five, six, seven, eight, and nine have increased in ELA by double digits over the five-year span beginning in 2003 (Table 1).
The greatest improvement over the five-year period for math was made by students in grades three, four, five, six, and seven with the proficient and advanced percentage increasing by 15, 16, 16, 10, and 11 points, respectively (Table 5).
"While we celebrate the progress made by all subgroups of students over the last five years, we can not lose sight of the fact that more than half of our students, and too many students of color, are still not meeting our high standards," O'Connell said. "It is good news that all students continue to improve. It is imperative that we help those students who have historically struggled the most to accelerate their learning so they may effectively and fully participate in school, the workforce, and in society."
All student subgroup populations have continued to improve since 2003, and the gap in achievement between African Americans and whites and the gap in achievement between Hispanics or Latinos and whites narrowed slightly since last year. But, overall proficiency rates for Latino and African American students were significantly lower than those of white or Asian students. (Table 14 and Table 15).
Particularly concerning are results that continue to show African American and Latino students who are not economically disadvantaged score lower in math than white students who are economically disadvantaged. (Table 8 and Table 9). In English-language arts, non-poor African American students scored at the same level as white students who are poor. Latino students who are not poor scored slightly higher than white students who are poor. (Table 3 and Table 4).
"It is a moral and economic imperative that we close the achievement gap. California cannot afford to allow our Latino students and our African American students to continue to lag academically behind their peers," O'Connell said.
"While we must close the gap that exists between all subgroups, I am acutely concerned about our African American students. African American students as a whole scored in English-language arts just one point above Latino students, a subgroup that includes a significant number of English learners. This, coupled with an alarming dropout rate among African Americans, indicates a crisis in the education of black children," he said. "My statewide P-16 Council has made a series of recommendations aimed at closing the achievement gap and improving the way we provide education services to African American students. We must redouble our efforts to find and share effective strategies that will help African American students succeed."
Under the STAR program, California students attain one of five levels of performance on the CSTs for each subject tested: advanced, proficient, basic, below basic, and far below basic. The State Board of Education has established the proficient level as the desired achievement goal for all students. This goal is consistent with school growth targets for state accountability and the federal No Child Left Behind requirements. The state target is for all students to score at the proficient or advanced level.
This year also marked the debut of the California Modified Assessment (CMA). The CMA is designed for students in special education whose individualized education program (IEP) teams determined that the California Alternate Performance Assessment (CAPA) or the CSTs are not the appropriate assessments. Students taking the CMA typically make up approximately 2 percent of a school's population, although the percentages will vary from school to school. Please note that before any new test can be fully introduced into an assessment system, proficiency levels must be determined using the results of all tests taken. Therefore, the results for those students taking the CMA this year are not reflected in today's release as the performance levels have not been set.
Approximately 4.75 million students participated in the 2008 STAR program, which is comprised of five components:
California Standards Tests (CSTs) are standards-based tests that measure the achievement of state content standards in English-language arts, mathematics, science, and history-social science.
California Modified Assessment (CMA) is for students whose IEP indicates assessment with the CMA (currently for grades three through five in ELA and Math and grade five in Science).
California Alternate Performance Assessment (CAPA) is for students who have significant cognitive disabilities.
California Achievement Tests (CAT/6) are nationally norm-referenced tests, taken in grades three and seven only.
Aprenda: La prueba de logros en español, Tercera edición (Aprenda 3) is a nationally norm-referenced achievement test of general academic knowledge in Spanish for Spanish-speaking English learners (for grades five through eleven in 2008).
# # # #
Standardized Testing and Reporting (STAR) Program:
Summary of 2008 Results
Background
- The 2008 STAR Program consists of six key components, including the California Standards Tests (CSTs); the California Alternate Performance Assessment (CAPA); and the California Modified Assessment (CMA) for grades three, four, and five. This year the CMA was administered operationally for the first time. The CMA and the other three components—the California Achievement Tests, Sixth Edition (CAT/6 Survey); the Standards-based Tests in Spanish (STS); and the Aprenda: La prueba de logros en espanol, Tercera edition (Aprenda 3)—are not reported in this summary.
- In spring 2008, the following CSTs were required for all students:
- English–language arts (ELA) for grades two through eleven.
- Mathematics for grades two through nine.
- Science for grades five, eight, and ten (life science).
- History–social science for grades eight and eleven (U.S. history).
- Students were also able to take end-of-course tests in mathematics, science, and history–social science in grades nine through eleven if they were enrolled in the corresponding courses.
- Students who had an individualized education program and met the other requirements were eligible to take the CMA in ELA and mathematics in grades three through five and the CMA in science in grade five instead of the corresponding grade-level and content-area CSTs.
- Students who were unable to take the CSTs with accommodations or modifications or were unable to take the CMA with accommodations took the CAPA in ELA, mathematics, and science.
Reporting STAR Program Results
- Five performance levels are used for reporting the CST and CAPA results: advanced, proficient, basic, below basic, and, far-below basic. The state target is for all students to score at the proficient level or above (advanced). The percentages of students scoring at each performance level are reported by grade and subject for all students and for student subgroups.
- Because the CMA is in the standard-setting process, the proficiency levels for this assessment have not yet been assigned. Student reports, therefore, will show raw scores (percentage correct) for this year’s CMA results.
Summary of CST Results
A summary of statewide student performance on the CSTs follows, organized by content area. (CAPA results are included in the ELA and mathematics subgroup Tables 2, 3, 4, 7, 8, and 9.) Note that while final data for the years 2003 through 2007 are available, the results reported for 2008 are preliminary and include only the results for students who tested through June 30, 2008.
English–Language Arts
- The percentage of students in grades two through eleven scoring at the proficient level and above increased approximately 11 percentage points between 2003 and 2008. The one-year increase in 2008 was 3 percentage points (Table 1).
- Notably, since 2003, the percentage of students scoring at the proficient level
and above in ELA in grade four increased by 16 percentage points; in grade eight by 14 percentage points; and in grade seven by 13 percentage points. In 2008, grade six showed the greatest one-year increase of 5 percentage points (Table 1). - While all student subgroups have continued to improve since 2003, the gap in achievement between African Americans and whites remains unchanged. (Table 2 and Table 15) However, the gap in achievement between Hispanics and whites has improved by 1 percentage point. (Table 2 and Table 14).
- The subgroups by ethnicity showing the greatest improvement since 2003 in achieving the proficient level and above were Asian and Filipino students, who showed an increase of 14 percentage points. Hispanic or Latino and Pacific Islander student subgroups increased their achievement of the proficient level and above by 12 percentage points. African American and white student subgroups increased their achievement of the proficient level and above by
11 percentage points. American Indian or Alaskan Native student subgroup increased its achievement of the proficient level and above by 9 percentage points (Table 2). - The results displayed in Tables 3 and 4 show that the performance of African American and Hispanic or Latino students continues to lag behind that of white students, regardless of economic status. For 2008, the percentage of not economically disadvantaged African Americans (43 percent) and the percentage of not economically disadvantaged Hispanics or Latinos (45 percent) achieving the proficient level and above are equal to or slightly above the percentage of economically disadvantaged whites (43 percent) achieving the proficient level and above.
Mathematics
- In 2008, the percentage of students scoring at the proficient level and above in mathematics showed an overall increase of approximately 8 percentage points from 2003. From 2007 to 2008, the overall percentage of students scoring at the proficient level and above increased by 2 percentage points (Table 5).
- From 2007 to 2008, the majority of grade-level and end-of-course results showed an increase in the percentage of students scoring at the proficient level and above. The results for grade two mathematics, geometry, Algebra II, and summative high school mathematics showed no increase (Table 5).
- Between 2003 and 2008, the increase in the percentage of students in grades three through seven achieving the proficient level and above were as follows: grade three, 15 percentage points; grade four, 16 percentage points; grade five, 16 percentage points; grade six, 10 percentage points; and grade seven, 11 percentage points (Table 5).
- The largest increase from 2007 to 2008 was 6 percentage points in General Mathematics, improving from 21 percent to 27 percent of students achieving the proficient level and above. The second largest increase was 5 percentage points in grade four mathematics, improving from 56 percent to 61 percent of students achieving the proficient level and above (Table 5).
- Since 2003, 241,461 more students have taken the Algebra 1 exam. (Table 6). However, between 2007 and 2008, the number of students who took the Algebra 1 exam increased by only 2,530 students, a marked decline from prior years (Table 6).
- An increase of 2,530 students taking the Algebra I test was shown between 2007 and 2008, significantly smaller than the increases in students tested in previous years (Table 6).
- There was a decrease of 19,112 students taking the General Mathematics test. (Table 6).This decrease occurred for test takers in both grade eight (9,535 fewer) and grade nine (9,577 fewer).
- The gap in achievement between Hispanic or Latino and white students decreased by 3 percentage points from 2003 to 2008 (Table 7 and Table 14).The gap between African American students and white students declined by 2 percentage points (Table 7 and Table 15).
- The results displayed in Tables 8 and 9 show that the performance of African American and Hispanic or Latino students continues to lag behind that of white students, regardless of economic status. For 2008, the percentage of not economically disadvantaged African Americans (33 percent) and the percentage of not economically disadvantaged Hispanics or Latinos (38 percent) achieving the proficient level and above are less than the percentage of economically disadvantaged whites (40 percent) achieving the proficient level and above.
- In 2007, for the first time, seventh graders were allowed to participate in the Algebra 1 assessment if enrolled in an Algebra 1 course. In 2008, these students continued to exhibit high performance, 80 percent proficient and above (Table 16).
Science
- The greatest gains in science were seen in the percentage of students scoring at the proficient level and above on the grade five and grade eight science assessments. The percentage in grade five increased by 9 percentage points from 2007 to 2008 and by 22 percentage points between 2004 and 2008. The percentage in grade eight increased by 10 percentage points from 2007 to 2008 (Table 10).
- The percentage of students scoring at the proficient and advanced levels on the grade ten science test increased by 5 percentage points from 2007 to 2008 (Table 10).
- The science end-of-course tests had an overall increase in students achieving at the proficient level and above of 4 percentage points since last year and an increase of 6 percentage points since the exams were first administered in 2003 (Table 11).
- In 2008, gains were achieved in all end-of-course tests: physics, 8 percentage points; earth science, 3 percentage points; biology, 5 percentage points; chemistry, 1 percentage point; Integrated 1, 1 percentage point; and Integrated 2, 4 percentage points (Table 11).
- In 2008, approximately 1.1 million students in grades nine through eleven took the science end-of-course tests. Since 2003, the number of students taking the end-of-course biology test has increased by 191,048 (Table 12).
History–Social Science
- Students who scored at the proficient level and above on the grade eight history–social science test increased by 9 percentage points between 2003 and 2008 (Table 13).
- The percentage of students in grades nine, ten, and eleven who achieved the proficient level or above on the end-of-course world history test increased by
6 percentage points between 2003 and 2008. Students who achieved the proficient level and above on the grade eleven test (U.S. History) showed an increase of 4 percentage points between 2003 and 2008 (Table 13). - The largest single-year increase from 2007 to 2008 was for world history, which increased by 4 percentage points, from 29 to 33, for students achieving the proficient level and above (Table 13).
Standardized Testing and Reporting (STAR)
Program
California Standards Test Results, 2003-2008
English–Language Arts
Table 1: Percentages of Students Scoring at Proficient and Above*
Grade |
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
Change in Percentage |
Change in Percentage |
|---|---|---|---|---|---|---|---|---|
2 |
36 |
35 |
42 |
47 |
48 |
48 |
0 |
12 |
3 |
33 |
30 |
31 |
36 |
37 |
38 |
1 |
5 |
4 |
39 |
39 |
47 |
49 |
51 |
55 |
4 |
16 |
5 |
36 |
40 |
43 |
43 |
44 |
48 |
4 |
12 |
6 |
36 |
36 |
38 |
41 |
42 |
47 |
5 |
11 |
7 |
36 |
36 |
43 |
43 |
46 |
49 |
3 |
13 |
8 |
31 |
33 |
39 |
41 |
41 |
45 |
4 |
14 |
9 |
38 |
37 |
43 |
43 |
47 |
49 |
2 |
11 |
10 |
33 |
35 |
36 |
37 |
37 |
41 |
4 |
8 |
11 |
32 |
32 |
36 |
36 |
37 |
37 |
0 |
5 |
State Total 2 - 11 |
35 |
35 |
40 |
42 |
43 |
46 |
3 |
11 |
*Data for 2003 through 2007 are final statewide results. The 2008 data are preliminary and include results for approximately 99% of the students in grades two through eleven. Complete results will be available during September 2008. Percentages included in this table may differ from the percentages printed on the Internet reports due to rounding.
California Standards Test and California Alternate Performance Assessment Results, 2003-2008
English–Language Arts
Table 2: Percentages of Students Scoring at Proficient and Above by Subgroup*
Subgroup |
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
Change in Percentage 2007-2008 |
Change in Percentage 2003-2008 |
|---|---|---|---|---|---|---|---|---|
All Students |
35 |
36 |
40 |
42 |
44 |
46 |
2 |
11 |
Female |
39 |
40 |
44 |
46 |
48 |
50 |
2 |
11 |
Male |
31 |
32 |
36 |
38 |
40 |
42 |
2 |
11 |
African American or Black |
22 |
23 |
27 |
29 |
31 |
33 |
2 |
11 |
American Indian or Alaskan Native |
31 |
31 |
36 |
37 |
39 |
40 |
1 |
9 |
Asian |
55 |
57 |
61 |
64 |
66 |
69 |
3 |
14 |
Filipino |
48 |
50 |
55 |
58 |
60 |
62 |
2 |
14 |
Hispanic or Latino |
20 |
21 |
25 |
27 |
29 |
32 |
3 |
12 |
Pacific Islander |
31 |
31 |
36 |
39 |
41 |
43 |
2 |
12 |
White |
53 |
54 |
58 |
60 |
62 |
64 |
2 |
11 |
Economically Disadvantaged |
20 |
21 |
25 |
27 |
29 |
32 |
3 |
12 |
Not Economically Disadvantaged |
49 |
50 |
57 |
58 |
60 |
62 |
2 |
13 |
Students Received Special Education Services |
9 |
14 |
16 |
17 |
18 |
20 |
2 |
11 |
Students with no Reported Disability |
38 |
38 |
43 |
45 |
46 |
49 |
3 |
11 |
English Only Students |
44 |
44 |
49 |
51 |
52 |
54 |
2 |
10 |
Initially-Fluent English Proficient (I-FEP) |
46 |
48 |
53 |
56 |
58 |
62 |
4 |
16 |
Reclassified-Fluent English Proficient (R-FEP) |
40 |
42 |
48 |
50 |
51 |
55 |
4 |
15 |
English Learners |
10 |
10 |
12 |
14 |
15 |
17 |
2 |
7 |
*Data for 2003 through 2007 are final statewide results. The 2008 data are preliminary and include results for approximately 99% of the students in grades two through eleven. Complete results will be available during September 2008. This table includes results from the California Alternate Performance Assessment (CAPA), and the percentages included in this table may differ from the percentages printed on the Internet reports.
English–Language Arts
Table 3: Percentages of Economically Disadvantaged Students Scoring at Proficient and Above*
Ethnicity |
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
Change in Percentage 2007-2008 |
Change in Percentage 2003-2008 |
|---|---|---|---|---|---|---|---|---|
African American or Black |
16 |
17 |
21 |
23 |
24 |
27 |
3 |
11 |
American Indian or Alaskan Native |
20 |
21 |
26 |
27 |
29 |
31 |
2 |
11 |
Asian |
35 |
37 |
42 |
46 |
48 |
51 |
3 |
16 |
Filipino |
37 |
39 |
45 |
48 |
49 |
52 |
3 |
15 |
Hispanic or Latino |
16 |
17 |
21 |
24 |
26 |
29 |
3 |
13 |
Pacific Islander |
21 |
21 |
26 |
29 |
30 |
32 |
2 |
11 |
White |
32 |
32 |
37 |
39 |
41 |
43 |
2 |
11 |
*Data for 2003 through 2007 are final statewide results. The 2008 data are preliminary and include results for approximately 99% of the students in grades two through eleven. Complete results will be available during September 2008. These tables include results from the California Alternate Performance Assessment (CAPA), and the percentages included in these tables may differ from the percentages printed on the Internet reports.
Table 4: Percentages of Not Economically Disadvantaged Students Scoring at Proficient and Above*
Ethnicity |
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
Change in Percentage 2007-2008 |
Change in Percentage 2003-2008 |
|---|---|---|---|---|---|---|---|---|
African American or Black |
31 |
32 |
36 |
38 |
40 |
43 |
3 |
12 |
American Indian or Alaskan Native |
41 |
41 |
46 |
48 |
49 |
51 |
2 |
10 |
Asian |
69 |
70 |
74 |
76 |
77 |
79 |
2 |
10 |
Filipino |
53 |
55 |
60 |
62 |
64 |
67 |
3 |
14 |
Hispanic or Latino |
32 |
33 |
38 |
40 |
42 |
45 |
3 |
13 |
Pacific Islander |
40 |
40 |
45 |
48 |
50 |
53 |
3 |
13 |
White |
58 |
59 |
64 |
66 |
67 |
69 |
2 |
11 |
*Data for 2003 through 2007 are final statewide results. The 2008 data are preliminary and include results for approximately 99% of the students in grades two through eleven. Complete results will be available during September 2008. These tables include results from the California Alternate Performance Assessment (CAPA), and the percentages included in these tables may differ from the percentages printed on the Internet reports.
California Standards Test Results, 2003-2008
Mathematics
Table 5: Percentages of Students Scoring at Proficient and Above*
Grade |
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
Change in Percentage |
Change in Percentage |
|---|---|---|---|---|---|---|---|---|
Grade 2 |
53 |
51 |
56 |
58 |
59 |
59 |
0 |
6 |
Grade 3 |
46 |
48 |
54 |
57 |
58 |
61 |
3 |
15 |
Grade 4 |
45 |
45 |
50 |
54 |
56 |
61 |
5 |
16 |
Grade 5 |
35 |
38 |
44 |
48 |
49 |
51 |
2 |
16 |
Grade 6 |
34 |
35 |
40 |
42 |
42 |
44 |
2 |
10 |
Grade 7 |
30 |
33 |
37 |
41 |
39 |
41 |
2 |
11 |
General Mathematics |
20 |
20 |
22 |
22 |
21 |
27 |
6 |
7 |
Algebra I† |
21 |
18 |
19 |
23 |
24 |
25 |
1 |
4 |
First time test takers |
|
|
|
|
26 |
28 |
2 |
|
Repeat test takers |
|
|
|
|
15 |
17 |
2 |
|
Geometry |
26 |
24 |
26 |
26 |
24 |
24 |
0 |
-2 |
Algebra II |
29 |
24 |
26 |
25 |
27 |
27 |
0 |
-2 |
Summative High School Math |
43 |
41 |
45 |
46 |
47 |
47 |
0 |
4 |
Integrated 1 |
7 |
7 |
7 |
9 |
9 |
11 |
2 |
4 |
State Total Grades 2 - 7 and End-of-Course tests |
35 |
34 |
38 |
41 |
41 |
43 |
2 |
8 |
*Data for 2003 through 2007 are final statewide results. The 2008 data are preliminary and include results for approximately 99% of the students in the states. Complete results will be available during September 2008. Percentages included in this table may differ from the percentages printed on the Internet reports due to rounding.
†Prior to 2007, algebra I was an end-of-course test for grades eight through eleven students. In 2007 and 2008, students in grades seven were allowed to take the algebra I test.
Note: The results for integrated 2 and 3 are not reported due to the small numbers of test-takers.
Mathematics
Table 6: Numbers of Students Tested*
Test |
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
Change in Number |
Change in Number |
|---|---|---|---|---|---|---|---|---|
General Mathematics |
451,126 |
417,946 |
374,900 |
340,335 |
307,656 |
288,544 |
-19,112 |
-162,582 |
Algebra I |
505,883 |
614,347 |
681,924 |
707,285 |
744,814 |
747,344 |
2,530 |
241,461 |
Geometry |
270,560 |
301,112 |
333,334 |
359,926 |
371,118 |
383,703 |
12,585 |
113,143 |
Algebra II |
162,672 |
181,883 |
196,079 |
213,770 |
231,335 |
239,545 |
8,210 |
76,873 |
Sum. High School Math |
76,560 |
80,574 |
90,983 |
99,348 |
108,972 |
116,040 |
7,068 |
39,480 |
Integrated 1 |
14,359 |
9,679 |
8,716 |
6,771 |
7,071 |
8,879 |
1,808 |
-5,480 |
Integrated 2 |
9,733 |
7,905 |
6,698 |
4,273 |
3,647 |
4,306 |
659 |
-5,427 |
Integrated 3 |
10,043 |
4,424 |
3,558 |
2,223 |
1,661 |
1,488 |
-173 |
-8,555 |
Total |
1,500,936 |
1,617,870 |
1,696,192 |
1,733,931 |
1,776,274 |
1,789,849 |
13,575 |
288,913 |
*Data for 2003 through 2007 are final statewide results. The 2008 data are preliminary and include results for approximately 99% of the students in the state. Complete results will be available during September 2008. Percentages included in this table may differ from the percentages printed on the Internet reports due to rounding.
California Standards Test and California Alternate Performance Assessment Results, 2003-2008
Mathematics
Table 7: Percentages of Students Scoring at Proficient and Above by Subgroup*
Subgroup |
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
Change in Percentage 2007-2008 |
Change in Percentage 2003-2008 |
|---|---|---|---|---|---|---|---|---|
All Students |
35 |
34 |
38 |
41 |
41 |
43 |
2 |
8 |
Female |
34 |
34 |
38 |
40 |
40 |
42 |
2 |
8 |
Male |
35 |
35 |
39 |
41 |
41 |
44 |
3 |
9 |
African American or Black |
19 |
19 |
23 |
25 |
25 |
28 |
3 |
9 |
American Indian or Alaskan Native |
29 |
28 |
32 |
34 |
34 |
36 |
2 |
7 |
Asian |
60 |
60 |
64 |
67 |
67 |
69 |
2 |
9 |
Filipino |
44 |
45 |
50 |
53 |
53 |
55 |
2 |
11 |
Hispanic or Latino |
23 |
23 |
27 |
30 |
30 |
33 |
3 |
10 |
Pacific Islander |
31 |
31 |
35 |
38 |
38 |
40 |
2 |
9 |
White |
47 |
46 |
51 |
53 |
53 |
54 |
1 |
7 |
Economically Disadvantaged |
24 |
25 |
29 |
31 |
31 |
33 |
2 |
9 |
Not Economically Disadvantaged |
45 |
44 |
49 |
52 |
52 |
54 |
2 |
9 |
Students Received Special Education Services |
13 |
16 |
18 |
20 |
20 |
23 |
3 |
10 |
Students with no Reported Disability |
37 |
36 |
41 |
43 |
43 |
45 |
2 |
8 |
English Only Students |
39 |
39 |
43 |
45 |
45 |
47 |
2 |
8 |
Initially-Fluent English Proficient (I-FEP) |
45 |
45 |
49 |
52 |
53 |
55 |
2 |
10 |
Reclassified-Fluent English Proficient |
37 |
37 |
41 |
43 |
42 |
45 |
3 |
8 |
English Learners |
20 |
20 |
24 |
26 |
26 |
29 |
3 |
9 |
*Data for 2003 through 2007 are final statewide results. The 2008 data are preliminary and include results for approximately 99% of the students in the state. Complete results will be available during September 2008. This table includes results from the California Alternate Performance Assessment (CAPA), and the percentages included in this table may differ from the percentages printed on the Internet reports.
Mathematics
Table 8: Percentages of Economically Disadvantaged Students Scoring at Proficient and Above*
Ethnicity |
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
Change in Percentage 2007-2008 |
Change in Percentage 2003-2008 |
|---|---|---|---|---|---|---|---|---|
African American or Black |
16 |
16 |
20 |
22 |
22 |
24 |
2 |
8 |
American Indian or Alaskan Native |
23 |
23 |
27 |
29 |
28 |
30 |
2 |
7 |
Asian |
45 |
46 |
51 |
53 |
54 |
56 |
2 |
11 |
Filipino |
40 |
41 |
46 |
49 |
48 |
50 |
2 |
10 |
Hispanic or Latino |
21 |
22 |
26 |
28 |
29 |
31 |
2 |
10 |
Pacific Islander |
25 |
25 |
30 |
32 |
33 |
34 |
1 |
9 |
White |
33 |
32 |
37 |
38 |
38 |
40 |
2 |
7 |
*Data for 2003 through 2007 are final statewide results. The 2008 data are preliminary and include results for approximately 99% of the students in the state. Complete results will be available during September 2008. These tables include results from the California Alternate Performance Assessment (CAPA), and the percentages included in these tables may differ from the percentages printed on the Internet reports.
Table 9: Percentages of Not Economically Disadvantaged Students Scoring at Proficient and Above*
Ethnicity |
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
Change in Percentage 2007-2008 |
Change in percentage 2003-2008 |
|---|---|---|---|---|---|---|---|---|
African American or Black |
24 |
24 |
27 |
30 |
31 |
33 |
2 |
9 |
American Indian or Alaskan Native |
35 |
34 |
38 |
40 |
40 |
42 |
2 |
7 |
Asian |
71 |
70 |
73 |
76 |
76 |
77 |
1 |
6 |
Filipino |
46 |
46 |
52 |
55 |
55 |
58 |
3 |
12 |
Hispanic or Latino |
29 |
29 |
33 |
36 |
36 |
38 |
2 |
9 |
Pacific Islander |
37 |
36 |
40 |
43 |
44 |
46 |
2 |
9 |
White |
51 |
50 |
54 |
57 |
56 |
58 |
2 |
7 |
*Data for 2003 through 2007 are final statewide results. The 2008 data are preliminary and include results for approximately 99% of the students in the state. Complete results will be available during September 2008. These tables include results from the California Alternate Performance Assessment (CAPA), and the percentages included in these tables may differ from the percentages printed on the Internet reports.
California Standards Test Results, 2004-2008
Science—Grade Level Tests
Table 10: Percentages of Students Scoring at Proficient and Above*†
Grade |
2004 |
2005 |
2006 |
2007 |
2008 |
Change in Percentage |
Change in Percentage |
|---|---|---|---|---|---|---|---|
5 |
24 |
28 |
32 |
37 |
46 |
9 |
22 |
8 |
NA |
NA |
38 |
42 |
52 |
10 |
NA |
10 |
NA |
NA |
34 |
35 |
40 |
5 |
NA |
State Total 5, 8, & 10 |
NA |
NA |
35 |
38 |
46 |
8 |
NA |
*The Grade Five California Science Standards Test was first administered in spring 2004. The Grade Eight California Science Standards and the Grade Ten California Life Science Standards Tests were first administered during spring 2006.
†Data for 2004 through 2007 are final statewide data. The 2008 data are preliminary and include results for approximately 99% of the students in the state. Complete results will be available during September 2008. Percentages included in this table may differ from the percentages printed on the Internet reports due to rounding.
Science—End-of-Course Tests (Grades Nine Through Eleven)
Table 11: Percentages of Students Scoring at Proficient and Above*
Test |
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
Change in Percentage |
Change in Percentage |
|---|---|---|---|---|---|---|---|---|
Earth Science |
21 |
22 |
23 |
23 |
26 |
29 |
3 |
8 |
Biology |
37 |
30 |
32 |
35 |
37 |
42 |
5 |
5 |
Chemistry |
31 |
28 |
27 |
27 |
31 |
32 |
1 |
1 |
Physics |
29 |
29 |
31 |
32 |
35 |
43 |
8 |
14 |
Integrated 1 |
7 |
5 |
8 |
9 |
10 |
11 |
1 |
4 |
Integrated 2 |
8 |
8 |
6 |
5 |
7 |
11 |
4 |
3 |
State Total for End-of-Course Tests |
29 |
24 |
27 |
28 |
31 |
35 |
4 |
6 |
*Data for 2003 through 2007 are final statewide results. The 2008 data are preliminary and include results for approximately 99% of the students in the state. Complete results will be available during September 2008. Percentages included in this table may differ from the percentages printed on the Internet reports due to rounding.
Note: The results for integrated 3 and 4 are not reported due to the small numbers of test-takers
Science—End-of-Course (Grades Nine Through Eleven)
Table 12: Numbers of Students Tested*
Test |
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
Change in Number |
Change in Number |
|---|---|---|---|---|---|---|---|---|
Earth Science |
89,676 |
134,953 |
173,958 |
195,394 |
207,246 |
224,532 |
17,286 |
134,856 |
Biology |
334,005 |
397,909 |
453,685 |
498,204 |
507,155 |
525,053 |
17,898 |
191,048 |
Chemistry |
153,491 |
181,420 |
196,700 |
213,387 |
227,866 |
232,439 |
4,573 |
78,948 |
Physics |
44,878 |
52,586 |
59,382 |
61,088 |
63,450 |
64,180 |
730 |
19,302 |
Integrated 1 |
62,008 |
101,824 |
111,366 |
107,068 |
96,818 |
75,998 |
-20,820 |
13,990 |
Integrated 2 |
25,983 |
24,654 |
20,629 |
17,407 |
13,822 |
7,790 |
-6,032 |
-18,193 |
Integrated 3 |
10,621 |
5,870 |
3,414 |
2,540 |
2,006 |
1,963 |
-43 |
-8,658 |
Integrated 4 |
1,515 |
1,601 |
1,040 |
817 |
960 |
431 |
-529 |
-1,084 |
Total |
722,177 |
900,817 |
1,020,174 |
1,095,905 |
1,119,323 |
1,132,386 |
13,063 |
410,209 |
*Data for 2003 through 2007 are final statewide results. The 2008 data are preliminary and include results for approximately 99% of the students in the state. Complete results will be available during September 2008. Percentages included in this table may differ from the percentages printed on the Internet reports due to rounding.
History–Social Science
Table 13: Percentages of Students Scoring at Proficient and Above*
Grade |
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
Change in Percentage |
Change in Percentage |
|---|---|---|---|---|---|---|---|---|
8 |
27 |
27 |
31 |
34 |
35 |
36 |
1 |
9 |
11 (U.S. History) |
34 |
32 |
37 |
35 |
35 |
38 |
3 |
4 |
World History (End-of-Course)† |
27 |
27 |
31 |
30 |
29 |
33 |
4 |
6 |
State Total 8, 11 Plus End-of-Course Test |
29 |
28 |
33 |
33 |
33 |
37 |
4 |
8 |
*Data for 2003 through 2007 are final statewide results. The 2008 data are preliminary and include results for approximately 99% of the students in the state. Complete results will be available during September 2008. Percentages included in this table may differ from the percentages printed on the Internet reports due to rounding.
†Prior to 2007, the world history test was an end-of-course test for grade ten students only. Starting in 2007, students in grades nine through eleven took the end-of-course world history.
Table 14: Achievement Gap of Hispanic or Latino Students to White Students
% Proficient & Above for ELA |
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
Change in Percentage 2007-2008 |
Change in Percentage 2003-2008 |
|---|---|---|---|---|---|---|---|---|
Hispanic or Latino |
20 |
21 |
25 |
27 |
29 |
32 |
3 |
12 |
White |
53 |
54 |
58 |
60 |
62 |