1

Accountability Systems

Do RFEPs count in the EL subgroup for API? How many “points” is a proficient score worth? Does a passing score on the CAHSEE equal a proficient score? How many different significant sub groups are there? List as

many as you can. Students moving from FBB to B increases AYP T or F You can meet AYP through Safe Harbor? What does CAPA stand for? Who is eligible to take the CMA? Students with testing modifications scores are not considered

valid T or F Do students who enroll after Thanksgiving count in your

school’s scores? What tests count towards AYP at the high school level? Do all schools who do not meet AYP targets fall into Program

Improvement? What does a similar school rank of 5 represent?

2

Two systems that convert test results into different measures of academic performance California measure: the Academic

Performance Index (API) looks at growth in school performance

Federal measure: Adequate Yearly Progress (AYP) looks at the percentage of students proficient or above

3

Defined in the same manner for both the state and federal accountability systems

Definition 100 students or more with valid STAR Program

Scores OR 50 students with valid STAR Program Scores

that make up at least 15% of the total number of students tested

4

Participation rate Based on enrollment on the first day of

testingPercent proficient

Based on the number of valid test scoresSchools or LEAs with fewer than 100

students will not have any numerically significant subgroups

5

All major racial/ethnic groups Socioeconomically disadvantaged

Defined as participating in the Free or Reduced Price Lunch Program or neither parent has a high school diploma

English Learners An English Learner based on the results of

the CELDT or A reclassified English-Proficient (RFEP)

student who has not scored at proficient level or above in CST-ELA more than 3 times since being reclassified

6

Students with disabilities A student who receives special

education services, has a valid disability code or

Previously identified as SWD but who is no longer receiving services for two years after exiting

7

8

Created by the Public Schools Accountability Act (PSAA) in 1999

Single number ranges from 200 - 1000

Based on student performance on statewide assessments across multiple subject areas

Requires subgroup accountability to address achievement gaps

Used to rank schools

9

Cross-sectional look at student achievement - does not track individual student progress

Based on the performance of the students at the school who were enrolled for a “full academic year” (Mobility tracking)

The API from one year is compared to the API from the prior year to measure growth

10

New tests are added or new weights are given to the tests with the Base API

Within one reporting cycle, the Base and Growth APIs must have the same tests with the same weights – only valid way to compare results

11

California Standards Tests (CSTs) English-language arts (grades 2-11) Mathematics (grades 2-11) Science (grades 5, 8, 9-11) History/Social Science

▪ Grade 8▪ Grade 11 (U.S. History)▪ Grades 9-11 (world history)

California Modified Assessment ELA 3-9th) and Math 3-7 and Algebra , Science 5, 8, 10

California Alternative Performance Assessment ELA and Math 2-11 and Science 5, 8, 10

California High School Exit Exam (CAHSEE) 10th grade ELA and Math 11th and 12th (if passed anytime during school year)

12

Required by EC Section 52056

Statewide Rank Establishes a ranking of schools from

highest to lowest Calculated separately by school type Compares to all schools statewide with

same school type Similar School Rank

Calculated separately by school type Compares a school to 100 other schools

that are similar on key variables

13

Ranks are established by deciles (10 equal groups)

Range from 1 to 10 1 is low 10 is high

Ranks improve when the API score increases

Dependent upon API increases of other schools statewide

14

1. Obtain demographic data, Base APIs, and school type

2. Calculate a School Characteristics Index (SCI) for each school based on more than 20 variables

3. Rank SCIs from high to low separately by school type. Identify 50 schools with SCIs just above and 50 schools with SCIs just below the “target” school

4. Sort by APIs and determine similar schools rank

15

Rank 1 means the school is comparable to the lowest 10 schools of the 100 similar schools

Rank 10 means the school is better than at least 90 of the 100 similar schools

Schools often do not “look” like my school Based on similar challenges

16

Measure performance of schools and determine improvement

Determine eligibility for awards and interventions programs

Charter school renewalComponent of federal AYP system

17

18

Federal accountability requirement enacted by No Child Left Behind (2001)

Methodology must be annually approved by the U.S. Department of Education

Must meet annual targets that increase over time

Goal is 100% of students proficient in ELA and mathematics by 2013-2014

Annual determination for schools and LEAs

19

1. Participation rate ELA and math

2. Percent proficient (Annual Measurable Objectives (AMOs) ELA and math

3. API as an additional indicator4. Graduation rate

High schools only

20

21

True

Participation rate Up to 11 different student subgroups Two content areas 22 ways

Percent proficient Up to 11 different student subgroups Two content areas 22 ways

APIHigh school graduation rate

22

Elementary and Middle Schools CSTs CMA CAPA

High Schools (grade 10 only) CAHSEE CAPA

23

CST = California Standards Test

CAPA = California Alternate Performance Assessment

CAHSEE = California High School Exit Exam

Participation rate and percent proficient calculations based on

High schools

Based only on Grade 10 CAHSEE results Student enrollment and performance will differ

if you compare STAR, API, and AYP results

24

Must be 95% or greater

In ELA and math For the school or LEA and all numerically

significant subgroups Students tested with modification are not

counted as participating Numerically significant subgroups based on

enrollment on the first day of testing

25

Each state can set their own definition of “proficient”

Also called Annual Measurable Objectives (AMOs)

Annual target by school type ELA and math

26

Targets are the same for LEAs Schools Subgroups

Numerically significant subgroups are based on the number of valid test scores

27

API Schools must grow by at least one point or

have an API score at or above the annual target (680)

Graduation Rate For high schools only Must show growth or be above the annual

target

28

Two-year average Averages results over two years

Safe Harbor The percent of students scoring below

proficient decreased by 10%

29

30

Only schools receiving Title I funding Schools are identified after missing AYP

for two consecutive years In the same content area (ELA or math), or On the same indicator (API or graduation rate)

31

32

Met all criteria except participation for Hispanic in ELA

2009

Met all criteria except percent proficient for

English Learners in ELA

Identified for PI:The school missed the same

content area for twoconsecutive years

2010

33

Met all criteria except percent proficient for

African Americans in math

Not Identified for PI:The school did not miss inthe same content area for

two consecutive years

2010

Met all criteria except percent

proficient for African Americans in ELA

2009

State Schools participating in state intervention

programs are subject to sanctions if API growth requirements are not met▪ School Assistance and Intervention Team (SAIT)

Federal Schools and LEAs receiving Title I funding

are identified for interventions if they fail to make AYP for two consecutive years▪ Program Improvement

34

State Includes results from the CSTs, the

CAHSEE, the CMA and the CAPA Includes ELA, math, science, and

history/social science Federal

Includes results from the CSTs, and CAPA for grades 2-8; CMAs for grades 3-8; CAHSEE and CAPA for grade 10

Includes only ELA and math35

State STAR: Includes results from all students who

took the assessments API: Excludes students not enrolled for a full

academic year; includes assessment results from grades 2-11

Federal Excludes students not enrolled for a full

academic year Excludes English Learners enrolled in U.S.

schools less than a year Includes CAHSEE results for grade 10 only 36

API: California State Accountability API scale: 200 – 1000 API scores based on proficiency levels

AYP: Federal Accountability Determined by percent of students

scoring proficient or advanced 2011 Targets

▪ Elem & Middle Schools: ELA = 67.6%; Math = 68.5%

▪ High Schools: ELA = 66.7% ; Math = 66.1%

API AYP

Advanced 1000 YES

Proficient 875 YES

Basic 700 NO

Below Basic 500 NO

Far Below Basic 200 NO