moving it closer to 800, which is the mark that demonstrates that
students are proficient in core subjects.
The test is used to measure performance and growth, and is an
aggregate of three major state mandated tests: the California
Standards Test, California Achievement Test (CAT-6) and the
California High School Exit Exam.
Scores for the district's 16 traditional schools ranged from 711
to 845 points, excluding two alternative schools. Schools that score
700 on the Academic Performance Index demonstrate basic understanding
of core subjects.
Four elementary schools -- Emerson, Harte, Jefferson and Roosevelt
-- scored higher than 800.
In addition, 13 schools met Adequate Yearly Progress criteria
mandated by the federal No Child Left Behind Act of 2001. This score
measures schools' progress toward proficiency levels in core subjects
that need to be met by the 2013-14 school year.
Results for both tests, however, are preliminary. Low-income
students on the district's free and reduced lunch program were not
identified when the test scores were reported last year. District
officials were unclear as to the source of the glitch. When
corrections are made in October, results for the subgroup will likely
change each school's score, though it is not yet known whether it
will be for better or worse.
In spite of the reporting error, officials are nonetheless pleased
with the test scores.
"Over time, our schools are showing that we are on a continued
path toward improvement. And it's noteworthy that our schools
continue to improve the closer they get to , which is more
difficult," said Joel Shapiro, the district's director of curriculum
assessment and instruction.
Highlights of the API scores include: 13 of the 16 schools
improved over last year, a 29-point growth at Providencia Elementary,
and a 25-point growth at Burroughs High School.
Burroughs' score is "very significant, because it is more
difficult to improve test scores at the secondary level," said
Shapiro, adding that student apathy, difficulty in reme- diation and
complexity of high school curriculum are hurdles.
But along with the highs are also some lows. Three schools failed
to show any growth, including Washington Elementary, which posted a
score that was 18 points lower than last year.
In the case of those schools, administrators and teachers will use
information from tests to target specific students and the subjects
they struggled with.
Adequate Yearly Progress is reported as a yes or no in four
different categories, which include reaching yearly goals in English
language arts and math scores, having 95% of students take required
assessment tests, performance on the Academic Performance Index and
Washington Elementary, Burbank Middle and Muir Middle schools did
not meet the yearly progress criteria. The schools were held back by
certain groups of students, most notably students with disabilities
and students who speak a language other than English, Shapiro said.