Lodi Unified School District Accountability Progress Report (APR) 2008-09 Results Update Prepared by the LUSD Assessment, Research & Evaluation Department

Lodi Unified School District

Accountability Progress Report (APR)

2008-09 Results Update

Prepared by the LUSD Assessment, Research & Evaluation Department

043 Accountability Progress Report Update _ September 2009 2

Executive Summary – Academic Performance Index (API) The API is the state’s accountability system and its focus is on

how much schools are improving academically from year-to-year.

LUSD’s 2009 Growth API was 729, representing an increase of 9 points compared to the 2008 Base API of 720; California’s API was 755, representing an increase of 14 points.

27 district schools met their school-wide API targets 15 of these schools met all of their subgroup API targets

Our seven 800 + schools from the previous school year did not have a growth target but continued to make growth

Three more schools passed the 800 mark 15 schools went up over 20 points


Executive Summary – Adequate Yearly Progress (AYP) The AYP is the Federal accountability system, and its focus is

on school performance, regardless of growth or baseline data. AYP calculations will be revised in November 2009 to include

the new California Modified Assessment results for students with disabilities in grades 6 through 8.

LUSD made positive API growth and positive growth in AYP/English Language Arts and AYP/Mathematics for the fifth consecutive year.

LUSD exceeded the 2009 AYP target for English Language Arts, with 45.7%* of the students performing at or above the Proficient level.

LUSD also exceeded the 2009 AYP target for Mathematics, with 47.6%* of the students performing at or above the Proficient level.

*Per the CDE exclusionary rules, AYP proficiency calculations only include grade 2-8 Standardized Testing and Reporting program and grade 10 California High School Exit Exam results, and excludes results for students who enrolled after the first week of October and for English Learner students enrolled for less than 12 months.


Executive Summary – AYP

Since 2007, the achievement gap between White students and African American students has slightly widened in English Language Arts and mathematics.

Over this same time period, the achievement gap between White students and Hispanic students has narrowed in English Language Arts and widened in Mathematics.


Executive Summary – AYP

AYP Percent Proficient Criteria 45.7% of LUSD students were proficient in English Language Arts in 2009, representing

a 1-year increase of 4.9 points and a 2-year increase of 7.7 points. 47.6% of LUSD students were proficient in Mathematics in 2009, representing a 1-year

increase of 2.1 points and a 2-year increase of 4.4 points. 14 schools met all AYP targets The 2009 APR graduation rate of 82.7% represents a -3.1 point decrease from the

2008 APR graduation rate. The number of AYP Criteria LUSD met decreased from 45 of 46 in 2007 to 34 of 46

in 2009 due to the increased proficiency targets (see next slide).

2007 Missed AYP Criteria 2008 Missed Criteria 2009 Missed Criteria

English Language Arts – Percent Proficient

Students with Disabilities


African American Students

Hispanic Students

Economically Disadvantaged Students

English Learners


Mathematics – Percent Proficient





Hispanic or Latino Students


English Learners


Mathematics – Percent Proficient


Hispanic or Latino Students

Pacific Islander Students


English Learners


Graduation Rate


Executive Summary – AYP Proficiency Targets

EL

A

23

.0%

EL

A

23

.0%

EL

A

23

.0%

EL

A

56

.0%

EL

A

67

.0%

EL

A

78

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EL

A

89

.0%

EL

A

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%

Mat

h

12

.8%

Mat

h

12

.8%

Mat

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12

.8%

Mat

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23

.7%

Mat

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23

.7%

Mat

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23

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Mat

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56

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Mat

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67

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Mat

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78

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Mat

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89

.1%

Mat

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%

EL

A

34

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EL

A

12

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EL

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12

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EL

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12

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ELA

45.0%

Mat

h

34

.6%

Math

45.5%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

20

01

-02

20

02

-03

20

03

-04

20

04

-05

20

05

-06

20

06

-07

20

07

-08

20

08

-09

20

09

-10

20

10

-11

20

11-1

2

20

12

-13

20

13

-14

ELA

Math

English Language Arts Targets

Mathematics Targets


Executive Summary – Next Steps

APR information is shared with district and site leadership teams.

Site specific information is used by the Educational Services Division for program monitoring and assistance efforts. Graduation rate

Information is used to develop and guide systemic program improvement efforts.


Overview of California’s Accountability Reporting System The California Department of Education

(CDE) uses the Accountability Progress Report (APR) to report LUSD’s: Adequate Yearly Progress (AYP) results for

federal accountability, and Academic Performance Index (API) results for

state accountability.


Overview of California’s Accountability Reporting SystemDifference Between API and AYP API results focus on how much schools are improving

academically from year-to-year. Results are reported using scores ranging from 200 to 1000. California’s expectation is that every school will annually

make-up at least 5% of the difference between their base API and the statewide performance target of 800.

AYP results focus on school performance, regardless of growth or baseline data. Results are reported in terms of the:

Participation rate and percent proficient* in English Language Arts and Mathematics

API as an other indicator Graduation rate as an other indicator

*See Safe Harbor Slide


Overview of California’s Accountability Reporting System Safe Harbor is an alternate method of

meeting the Annual Measurable Objectives (AMOs). Specifically, if a school, an LEA, or a subgroup

does not meet its AMO criteria in either or both content areas and shows significant progress in moving students from scoring below the proficient level to the proficient level or above on the assessments, AYP may be achieved.


Overview of California’s Accountability Reporting System

Tests Used in Calculating the API and AYP

Test Academic Performance Index (API) Adequate Yearly Progress (AYP)

California Standards Test (CST)

Grade 2-11

English Language Arts, Mathematics, Science, and History-Social Science (Heavily Weighted test)

Grades 2-8

English Language Arts and Mathematics(Heavily weighted test)

California Alternate Performance Assessment (CAPA)

Students with Disabilities in Grades 2-11

English Language Arts, Mathematics and Science

Grades 2-8, and 10

English Language Arts and Mathematics

California Modified Assessment (CMA)

Students with Disabilities in Grades 3-8

English Language Arts, Mathematics, Science and History-Social Science

Grades 3-8

English Language Arts, Mathematics and Science

California High School Exit Exam (CAHSEE)

Grade 10 (and 11 and 12 is passed)


Score of 350 = Passed = 1000

Grade 10


Score of 380 – Proficient (Heavily weighted test)


Overview of California’s Accountability Reporting System

Yearly AYP targets for LUSD

YearParticipation

Rate

Percent Proficient – English

Language Arts

Percent Proficient –

Mathematics

API or growth of at least 1

point

Graduation rate or average growth of

at least 0.1 percentage point

2002 to 2004 95 12 12.8 560 82.8

2005 to 2007 95 23 23.7 590 82.9

2008 95 34 34.6 620 83.0

2009 95 45 45.5 650 83.1

2010 95 56 56.4 680 83.2

2011 95 67 67.3 710 83.3

2012 95 78 78.2 740 83.4

2013 95 89 89.1 770 83.5

2014 95 100 100 800 83.6


High Achieving Comparative Districts

In 2008 high achieving comparative districts were selected using the following criteria: District type Size of English Learner population Size of Economically Disadvantaged population

Alhambra, Garden Grove, and San Francisco were selected

Comparing our results along with the results of these high achieving districts highlights available growth opportunities for our district related to API and AYP.


Academic Performance Index650 Total Points or Growth of At Least 1 Point Improvement

to Meet 2009 AYP Criteria

656669

688 696709

720 729748

762 766782

804

712724

745 755 763 771 777

719 726740

756 766778

792

692709

720 728742

755

200

300

400

500

600

700

800

900

2003 2004 2005 2006 2007 2008 2009

Lodi USD Alhambra USD San Francisco USD Garden Grove USD State of California

2009 API includes:# tested: 21,087%EL: 36.6%SED: 61.0




2009 API includes:# tested: 4,678,058%EL: 33.3%SED: 54.9


Adequate Yearly Progress - English Language Arts45.0% Proficient Needed to Meet 2009 Criteria

28.429.4

34.0

37.038.0

40.8

45.7

50.7

54.4 54.4

57.2

62.4

39.741.9

47.2

51.052.1

53.6

56.8

37.839.0

43.9

47.1 47.3

51.3

54.5

36.0

40.042.0

43.0

48.5

52.4

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

2003 2004 2005 2006 2007 2008 2009

Lodi USD Alhambra USD San Francisco USD Garden Grove USD State of California 2009 AYP Includes: # Enrolled: 18,248 %EL: 36.8 %SES: 61.8

2009 AYP Includes: # Enrolled: 10,544 %EL: 43.4 %SES: 67.6



2009 AYP Includes: # Enrolled: 3,794,104 %EL: 34.3 %SES: 56.7


Adequate Yearly Progress - Mathematics45.5% Proficient Needed to Meet 2009 Criteria

33.935.2

38.4

42.4 43.145.5

47.6

56.6

62.3 62.364.5

69.5

45.747.6

53.8

57.058.4

60.1 61.1

48.5 49.0

53.856.4

55.357.2

62.0

34.0

38.0

41.0 40.0

51.2

54.5

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

2003 2004 2005 2006 2007 2008 2009

Lodi USD Alhambra USD San Francisco USD Garden Grove USD State of California 2009 AYP Includes: # Enrolled: 18,241 %EL: 36.7 %SES: 61.7




2009 AYP Includes: # Enrolled: 3,749,029 %EL: 34.3 %SES: 56.7


Subgroup Performance Based on API

Subgroups with a positive 2009 API growth that exceeded the district’s overall growth of 9 points: Pacific Islander (+27), African American (+17), Students with Disabilities (+14), American Indian & Asian (+13), and Economically Disadvantaged (+12).

Subgroups with a positive 2009 API growth that did not exceed the districts overall growth: Hispanic or Latino (+9), White (+7), and English Learner (+6).

Subgroup that did not have a positive 2009 API growth: Filipino (-1).


Achievement Gap Update Based on API Growth The achievement gap between White

students and African American students narrowed by 10 points.

The achievement gap between White students and Hispanic students widened by 2 points.

The achievement gap between all LUSD students and students with disabilities narrowed by 5 points.


LUSD Academic Performance IndexSubgroup Performance

2009 API Growth

9

17

13 13

9

27

7

12

6

14

-1

-5

0

5

10

15

20

25

30

LUSD AfricanAmerican

AmericanIndian

Asian Filipino Hispanic Pacific Islander White EconomicallyDisadvantaged

English Learner Students WithDisabilities

(1,735) (138) (3,751) (1,134) (7,926) (162) (6,092) (12,857) (7,717) (2,532)


Subgroup Performance Based on AYP

From 2008 to 2009, every numerically significant subgroup had proficiency increases.

From 2008 to 2009, there were proficiency increases in Mathematics for every numerically significant subgroup except for American Indian & Filipino.


LUSD Adequate Yearly Progress - English Language Arts Subgroup Performance for 2007, 2008 and 2009 45.0% Proficient Needed to Meet 2009 Criteria

26.

7

46.

1

37.

7

52.

4

27.

4

34.

7

52.

4

26.

8

23.

8

17.

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51.

3

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9

55.

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9

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9

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6

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8

43.

4

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6

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7

31.

2

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AfricanAmerican

AmericanIndian



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2007 2008 2009


LUSD Adequate Yearly Progress - MathematicsSubgroup Performance for 2007, 2008 and 200945.5% Proficient Needed to Meet 2009 Criteria

28.1

46.0 4

8.3

57.6

34.5

40.7

52.9

35.2

35.0

23.8

28.9

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53.4

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36.0

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55.9

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57.8

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39.5

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10.0

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2007 2008 2009


Achievement Gap Update Based on AYP – Percent of Proficient Students From 2007 to 2009, the achievement gap

between White students and African American students widened by 0.3 points in English Language Arts and 0.8 points in Mathematics.

From 2007 to 2009, the achievement gap between White students and Hispanic students narrowed by 1.2 points in English Language Arts and widened by 0.1 points in Mathematics.


LUSD Achievement Gap Between White and African American StudentsAdequate Yearly Progress - English Language Arts

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

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Pro

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White 42.8 43.3 49.0 52.9 52.4 55.0 59.6

African American 17.3 17.2 20.7 24.0 26.7 28.3 33.6

Achievement Gap 25.5 26.1 28.3 28.9 25.7 26.7 26.0

2003 2004 2005 2006 2007 2008 2009


LUSD Achievement Gap Between White and African American StudentsAdequate Yearly Progress - Mathematics

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

Pe

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of

stu

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the

Pro

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White 45.4 46.3 49.0 53.6 52.9 55.9 57.8

African American 17.4 16.4 20.7 25.1 28.1 28.9 31.2

Achievement Gap 28.0 29.9 28.3 28.5 24.8 27.0 26.6

2003 2004 2005 2006 2007 2008 2009


LUSD Achievement Gap Between White and Hispanic StudentsAdequate Yearly Progress - English Language Arts

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

Pe

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Pro

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White 42.8 43.3 49.0 52.9 52.4 55.0 59.6

Hispanic 17.0 18.2 22.6 25.7 27.4 29.9 35.8

Achievement Gap 25.8 25.1 26.4 27.2 25.0 25.1 23.8

2003 2004 2005 2006 2007 2008 2009


LUSD Achievement Gap Between White and Hispanic StudentsAdequate Yearly Progress - English Language Arts

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

Pe

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of

stu

de

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Pro

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White 42.8 43.3 49.0 52.9 52.4 55.0 59.6

Hispanic 17.0 18.2 22.6 25.7 27.4 29.9 35.8

Achievement Gap 25.8 25.1 26.4 27.2 25.0 25.1 23.8

2003 2004 2005 2006 2007 2008 2009

Documents

Lodi Unified School District Accountability Progress Report (APR) 2008-09 Results Update Prepared by the LUSD Assessment, Research & Evaluation Department