2012 STAR Results Mark Ninth Straight
Year of Rising English and Math Scores
State Superintendent Tom Torlakson Notes Progress Despite School Budget Cuts
PASADENA—The 2012 Standardized Testing and Reporting (STAR) test results marked the ninth straight year California students improved their performance on annual statewide mathematics and English-language arts exams, State Superintendent of Public Instruction Tom Torlakson announced.
Approximately 4.7 million students participated in the 2012 STAR program, with 57 percent scoring proficient or above in English-language arts and 51 percent scoring at proficient or above in mathematics, the highest percentage since the tests were fully aligned in 2003 to California's content standards, which describe what students should know for each grade and subject tested.
"In less than a decade, California has gone from having only one student in three score proficient to better than one student in two," Torlakson said. "That's nearly 900,000 more students reaching proficiency now than in 2003—a remarkable achievement that represents real, sustained improvements in learning.
"Even more remarkable is the fact that our students continue to make gains even as our schools—and the teachers, administrators and school employees working in them—are getting by with so much less," Torlakson said. "As pleased as I am by the great progress many students are making, the deep school budget cuts of recent years make it ever less likely these gains will continue. Preventing further cuts and beginning to restore what's been lost are essential to helping every student learn and prepare for the future."
On the 2012 STAR tests, the percentage of students at or above the proficient level increased by 3 percentage points in English–language arts (Table 1) and 1 percentage point in mathematics (Table 6) over last year.
The percentage of students scoring at the proficient or advanced level increased by 22 percentage points since 2003 in English-language arts, or from 35 percent to 57 percent (Table 1); and 16 percentage points in mathematics, from 35 percent to 51 percent (Table 6).
Some 54 percent of students taking the Summative High School Mathematics exam, (Table 6) scored proficient or above, or an increase of 11 percentage points since 2003, and 52 percent of students taking the biology exam (Table 13) scored proficient or above, an increase of 15 percentage points in that 10-year period.
While the STAR results show an increase in proficiency levels among all subgroups, a persistent achievement gap exists for African American, Latino, English-learner, and low-income students, compared to their peers.
"Like every teacher, parent, and principal—despite the decade of progress we've seen—I won't be completely satisfied until every child has the opportunity to achieve his or her full potential," Torlakson said.
The full results can be found on the California Department of Education (CDE) Standardized Testing and Reporting (STAR) Web page at Standardized Testing and Reporting (STAR) Results.
Under the STAR program, California students attain one of five levels of performance 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. That level represents a point at which students demonstrate a competent and adequate understanding of the knowledge and skills measured by the assessment at a particular grade, in a particular content area. This achievement goal is consistent with school growth targets for state accountability and requirements of the federal Elementary and Secondary Education Act.
Background
The 2012 STAR Program consists of four components:
- California Standards Tests (CSTs), standards-based tests that measure the achievement of state content standards for English–language arts (ELA), mathematics, science, and history–social science.
- California Modified Assessment (CMA) designed for students with disabilities whose individualized education program (IEP) team determines that the CMA is appropriate and who meet State Board of Education (SBE)-adopted eligibility criteria. The CMA is designed to provide students an accessible assessment of their achievement of the California content standards for English–language arts, mathematics, and science.
- California Alternate Performance Assessment (CAPA), for students who have significant cognitive disabilities, assesses them in the content areas of English–language arts, mathematics, and science.
- Standards-based Tests in Spanish (STS), for Spanish-speaking, English learner students who either receive instruction in Spanish or have been enrolled in a school in the United States for less than 12 months. The STS assesses these students in reading/language arts and mathematics. Students who take the STS are also required to take the CSTs and/or CMA appropriate to their Grade level.
The results of these exams, with the exception of the STS, are included in state and federal accountability reports.
In spring 2012, the following CSTs were required for all students:
- English–language arts 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 also were able to take end-of-course tests in mathematics (grades seven through eleven), science (grades nine through eleven), and history–social science grades nine through eleven) if they were scheduled to complete the corresponding courses by the end of the school year.
In 2012, students who had an IEP and met the SBE-adopted eligibility criteria were able to take the CMA for ELA in grades three through eleven, the CMA for mathematics in grades three through eleven, the CMA for Algebra I, the CMA for Geometry, and the CMA for science in Grades five, eight, and ten (life science) instead of the corresponding Grade-level and content-area CSTs. Students in Grade eight who took the CMA for ELA and/or science were also required to take the CST for history–social science.
Students with disabilities 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 (approximately 1 percent of the tested population).
Spanish-speaking English learners (ELs) who either received instruction in Spanish or were enrolled in a school in the United States for less than 12 months were required to take the STS in addition to the CSTs and/or CMA. At the option of the school district, schools may have also tested Spanish-speaking ELs who had been in school in the United States 12 months or more who were not receiving instruction in Spanish.
Reporting STAR Program Results
Five performance levels are used for reporting the results for all assessments in the STAR Program: 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 percentage of students scoring at each performance level is reported by grade and subject for all students and for student subgroups.
With the inclusion of the CMA in the STAR Program, caution may be needed when interpreting STAR results at the district and school levels, depending on the number of students who were assessed using the CMA.
Summary of California Standards Test Results
A summary of statewide student performance on the CSTs follows, organized by content area.
English–Language Arts
This year, students at every grade level showed an increase in the percentage of students scoring at the proficient level and above on the ELA CSTs.
The percentage of students in grades two through eleven scoring at the proficient level and above increased approximately 22 percentage points between 2003 (the year that the STAR tests became fully aligned to the state content standards) and 2012. The one-year increase in 2012 was 3 percentage points (Table 1).
Since 2003, the percentage of students scoring at the proficient level and above in grade eight has increased by 29 percentage points; in grade four by 28 percentage points; in grades five and seven by 26 percentage points; and in grade six by 24 percentage points. In 2012, grades six and seven showed the greatest one-year increase of 5 percentage points (Table 1).
The percentage of students in grades two through eleven scoring at the below basic and far below basic levels decreased approximately 15 percentage points between 2003 and 2012 (Table 2).
The percentage of students scoring at the below basic and far below basic levels in grade eight decreased by 19 percentage points since 2003. Grade seven showed the next greatest decrease in the percentage scoring below basic and far below basic with a decrease of 18 percentage points. The greatest one-year decrease of 4 percentage points was shown by students in grade five. The next greatest one-year decrease of 3 percentage points was shown by students in grade seven (Table 2).
Hispanic or Latino students showed the greatest improvement since 2003 in achieving the proficient level and above (an increase of 26 percentage points). Filipino students increased their achievement of the proficient level and above by 25 percentage points. Black or African American students and Asian students increased their achievement of the proficient level and above by 23 percentage points. Native Hawaiian or Pacific Islander students increased their achievement of the proficient level and above by 22 percentage points, and white students increased their achievement of the proficient level and above by 20 percentage points. American Indian or Alaskan Native students increased their achievement of the proficient level and above by 18 percentage points (Table 3).
For 2012, the percentage of not economically disadvantaged Black or African American students achieving the proficient level and above (56 percent) is 1 percentage point above economically disadvantaged white students. The percentage of not economically disadvantaged Hispanic or Latino students achieving the proficient level and above (60 percent) is 5 percentage points above that of the economically disadvantaged white students (Tables 4 and 5).
Mathematics
In 2012, the percentage of students scoring at the proficient level and above in mathematics showed a one-year increase of approximately 1 percentage point. From 2003 to 2012, the overall percentage of students scoring at the proficient level and above increased by 16 percentage points (Table 6).
From 2011 to 2012, the largest one-year increase in the percentage of students scoring at the proficient level and above was 3 percentage points in grade seven and in Algebra I, increasing from 49 percent to 52 percent of students in grade seven and from 35 percent to 38 percent of students taking the CST for Algebra I for the first time (Table 6).
Between 2007 and 2012, the increase in the percentage of students in taking the CST for Algebra I and achieving the proficient level and above reached double digits: all test takers, 14 percentage points; first time test takers, 12 percentage points; and repeat test takers, 10 percentage points (Table 6).
In 2012, the percentage of students scoring at the below basic and far below basic levels in mathematics showed a one-year decrease of approximately 1 percentage point. From 2003 to 2012, the overall percentage of students scoring at the below basic and far below basic levels decreased by 12 percentage points (Table 7).
The number of students taking the CST for Algebra I showed, continuing the last two year's trend, a decrease of 28,927 between 2011 and 2012. The numbers of students taking the CSTs for Algebra II and Summative High School Mathematics continued the upward trend, with an increase of 8,774 and 9,856, respectively (Table 8).
The subgroups of students showing the greatest one-year improvement in 2012 in achieving the proficient level and above were Black or African American students, Native Hawaiian or Pacific Islander students, students who received special education services, and Initially-Fluent English Proficient (I-FEP) students with an increase of 2 percentage points each (Table 9).
The ethnicity and race subgroups of students showing the greatest improvement since 2003 in achieving the proficient level and above were Filipino students and Hispanic or Latino students, with an increase of 19 percentage points each, followed by Black or African American students, Asian students, and Native Hawaiian or Pacific Islander students by 17 percentage points. White students increased their achievement of the proficient level and above by 15 percentage points. American Indian or Alaska Native students increased their achievement of the proficient level and above by 12 percentage points (Table 9).
For 2012, the percentage of not economically disadvantaged Black or African American students achieving the proficient level and above (42 percent) is 6 percentage points lower than economically disadvantaged white students. The percentage of not economically disadvantaged Hispanic or Latino students achieving the proficient level and above (49 percent) is one point above that of the economically disadvantaged white students (Tables 10 and 11).
Science
In 2012, the percentage of students scoring at the proficient level and above across all grade-level tests increased by 3 percentage points. Grade five showed an increase of 1 percentage point, grade eight showed an increase of 2 percentage points, and grade ten showed the highest one-year increase of 3 percentage points. Notable gains were also seen in all grade levels since the assessments were first administered (Table 12).
From 2011 to 2012, all grade-level and nearly every end-of-course results showed an increase in the percentage of students scoring at the proficient level and above on the science CSTs with the exception of Physics and Integrated Science 1. The largest one-year increase was 6 percentage points in Integrated Science 2, increasing from 19 percent to 25 percent of students, followed by 5 percentage points in Chemistry, increasing from 38 percent to 43 percent of students. Earth Science and Biology each showed a one-year increase of 3 percent of students. Physics and Integrated Science 1 remained unchanged from the previous year (Tables 12 and 13).
The percentage of students achieving at the proficient level and above has increased on all end-of-course tests since 2003, with the greatest increase on the CST for Physics, at 23 percentage points during that time period. Gains for all of the end-of-course tests made between 2011 and 2012 were 3 percentage points, while those same tests showed gains of approximately 17 percentage points between 2003 and 2012 (Table 13).
In 2012, approximately 1.2 million students in grades nine through eleven took science end-of-course CSTs. Between 2011 and 2012, the number of students taking the CST for Biology increased by 3,763, and the number of students taking the CST for Chemistry increased by 9,974. Since 2003, the number of students taking the CST for Biology has increased by 222,672, the greatest increase among the science end-of-course CSTs. Though the number of test-takers is decreasing over the past three years, for Earth Science, there is an increase of 117,248 students taking that test since 2003. Within the same period, notably, the number of students taking the CST for Chemistry increased by 121,882 (Table 14).
History–Social Science
The number of students who scored at the proficient level and above on the grade-eight CST for History–Social Science increased by a single percentage point between 2011 and 2012 and by 25 percentage points between the years of 2003 and 2012 (Table 15).
In 2012, the number of students achieving the proficient level and above on the grade-eleven CST for U.S. History increased by a percentage point, a gain of 15 percentage points between the years of 2003 and 2012 (Table 15).
The percentage of students in grades nine, ten, and eleven achieving the proficient level and above on the end-of-course CST for World History increased by 2 percentage points between 2011 and 2012, an increase of 19 percentage points between the years 2003 and 2012 (Table 15).
Summary of California Modified Assessment Results
The CMA was first administered in grades three through five in 2008, grades six through eight in 2009, grade nine in 2010, grades ten and eleven in 2011, and end-of-course tests in Algebra I and Geometry in 2012.
From 2011 to 2012, the percentage of students scoring at the proficient or above level on the CMA in ELA increased in grades six and eight by 6 percentage points, from 30 to 36 percentage points in grade six and from 29 to 35 percentage points in grade eight. In grades four and nine the percentage of students scoring proficient and above increased by 3 percentage points from 36 to 39 percentage points in grade four and from 18 to 21 percentage points in grade nine (Table 16).
Since 2008, the percentage of students scoring proficient and above on the CMA in ELA in grade four increased a total of 11 percentage points, from a score of 28 in 2008 to 39 in 2012 (Table 16).
From 2011 to 2012, the number of students taking the CMA in ELA increased by 25,333; from its inception in 2008, the number of students tested with the CMA ELA increased from 38,578 in 2008 to 209,558 in 2012 (Table 17).
From 2011 to 2012, the largest one-year increase in the percentage of students scoring at the proficient level and above was 3 percentage points on the CMA for Grade Six Mathematics, increasing from 32 percent to 35 percent (Table 16).
Since 2008, the percentage of students scoring at the proficient level and above for the CMA for grade five mathematics has increased by 17 percentage points (Table 16).
From 2011 to 2012, the number of students taking the CMA for Algebra I increased by 6,000 from 23,310 to 29,310. During the same time period, the number of students taking the CMA Geometry increased 2,356 from 4,717 to 7,073 (Table 17).
From 2011 to 2012, the largest one-year increase in the percentage of students scoring at the proficient level and above was 4 percentage points on the grade ten Life Science, increasing from 18 percent to 22 percent. Grade eight science remained unchanged from the previous year (Table 16).
A gain of approximately 7 percentage points was made in CMA for grade five Science between 2008 and 2012 (Table 16).
Between 2011 and 2012, the number of students taking the CMA for grade five Science increased by 1,529, and the number of students taking the CMA grade eight Science increased by 2,051. During the same period, the number of students taking the CMA Grade 10 Life Science has increased by 3,666, the greatest increase among the science CMA courses (Table 17).
Since 2008, the number of students taking the CMA for grade five Science has increased by 14,372 from 12,626 to 26,998 (Table 17).
Summary of Standards-based Tests in Spanish Results
From 2011 to 2012, the majority of the STS results for reading/language arts (RLA) showed an increase in the percentage of students scoring at the proficient level and above. The largest increase in the percentage of students scoring at the proficient level and above from 2011 to 2012 were in RLA for grade three at 3 percentage points and in mathematics for grade six at 3 percentage points (Table 18).
From 2008 to 2011, the largest increase in the percentage of students scoring at the proficient level and above for RLA was 6 percentage points in grade four, from 30 to 36 followed by grade three with 5 percentage points, from 34 to 39 (Table 18).
From 2008 to 2011, the largest increase in the percentage of students scoring at the proficient level and above for mathematics was 9 percentage points in grade four. Grade three showed an increase of 7 percentage points respectively (Table 18).
Standardized Testing and Reporting (STAR) Program:
Summary of 2012 Results
California Standards Test Results, 2003–2012
English–Language Arts
Table 1: Percentage of Students Scoring at Proficient and Above*
Grade | 2003 | 2004 | 2005 | 2006 | 2007 | 2008 | 2009 | 2010 | 2011 | 2012 | Change in Percentage 2011–2012 | Change in Percentage 2003–2012 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
2 | 36 | 35 | 42 | 47 | 48 | 48 | 53 | 53 | 56 | 58 | 2 | 22 |
3 | 33 | 30 | 31 | 36 | 37 | 38 | 44 | 44 | 46 | 48 | 2 | 15 |
4 | 39 | 39 | 47 | 49 | 51 | 55 | 61 | 63 | 64 | 67 | 3 | 28 |
5 | 36 | 40 | 43 | 43 | 44 | 48 | 54 | 58 | 60 | 62 | 2 | 26 |
6 | 36 | 36 | 38 | 41 | 42 | 47 | 52 | 56 | 55 | 60 | 5 | 24 |
7 | 36 | 36 | 43 | 43 | 46 | 49 | 54 | 55 | 57 | 62 | 5 | 26 |
8 | 31 | 33 | 39 | 41 | 41 | 45 | 48 | 54 | 57 | 60 | 3 | 29 |
9 | 38 | 37 | 43 | 43 | 47 | 49 | 50 | 54 | 55 | 57 | 2 | 19 |
10 | 33 | 35 | 36 | 37 | 37 | 41 | 44 | 45 | 48 | 51 | 3 | 18 |
11 | 32 | 32 | 36 | 36 | 37 | 37 | 40 | 43 | 45 | 48 | 3 | 16 |
State Total 2-11 | 35 | 35 | 40 | 42 | 43 | 46 | 50 | 52 | 54 | 57 | 3 | 22 |
*This table includes results from the California Standards Tests (CSTs) only. Percentages included in this table may differ from the percentages printed on the Internet reports due to rounding.
English–Language Arts
Table 2: Percentage of Students Scoring at Below Basic and Far Below Basic*
Grade | 2003 | 2004 | 2005 | 2006 | 2007 | 2008 | 2009 | 2010 | 2011 | 2012 | Change in Percentage 2011–2012 | Change in Percentage 2003–2012 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
2 | 32 | 35 | 31 | 27 | 26 | 24 | 21 | 21 | 21 | 19 | -2 | -13 |
3 | 37 | 39 | 37 | 32 | 32 | 28 | 29 | 25 | 24 | 23 | -1 | -14 |
4 | 26 | 27 | 23 | 23 | 20 | 16 | 14 | 14 | 13 | 11 | -2 | -15 |
5 | 29 | 29 | 25 | 26 | 23 | 19 | 17 | 15 | 16 | 12 | -4 | -17 |
6 | 29 | 29 | 28 | 27 | 26 | 21 | 18 | 16 | 15 | 14 | -1 | -15 |
7 | 32 | 30 | 27 | 28 | 26 | 25 | 18 | 18 | 17 | 14 | -3 | -18 |
8 | 35 | 31 | 28 | 26 | 27 | 25 | 22 | 19 | 17 | 16 | -1 | -19 |
9 | 31 | 33 | 30 | 30 | 26 | 25 | 23 | 21 | 19 | 17 | -2 | -14 |
10 | 36 | 35 | 34 | 35 | 34 | 31 | 27 | 26 | 22 | 21 | -1 | -15 |
11 | 39 | 38 | 37 | 40 | 39 | 37 | 35 | 30 | 26 | 24 | -2 | -15 |
State Total 2-11 | 32 | 32 | 30 | 29 | 28 | 25 | 23 | 21 | 19 | 17 | -2 | -15 |
*This table includes results from the California Standards Tests (CSTs) only. Percentages included in this table may differ from the percentages printed on the Internet reports due to rounding.
English–Language Arts
Table 3: Percentage of Students Scoring at Proficient and Above by Subgroup*
Subgroup | 2003 | 2004 | 2005 | 2006 | 2007 | 2008 | 2009 | 2010 | 2011 | 2012 | Change in Percentage 2011–2012 | Change in Percentage 2003–2012 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
All Students | 35 | 36 | 40 | 42 | 43 | 46 | 50 | 52 | 54 | 57 | 3 | 22 |
Female | 39 | 40 | 44 | 46 | 47 | 50 | 54 | 56 | 58 | 61 | 3 | 22 |
Male | 31 | 32 | 36 | 38 | 39 | 42 | 46 | 49 | 51 | 54 | 3 | 23 |
Black or African American** | 22 | 23 | 27 | 29 | 30 | 33 | 37 | 39 | 41 | 45 | 4 | 23 |
American Indian or Alaska Native** | 31 | 31 | 35 | 37 | 39 | 40 | 44 | 45 | 47 | 49 | 2 | 18 |
Asian** | 55 | 57 | 61 | 64 | 66 | 69 | 72 | 74 | 76 | 78 | 2 | 23 |
Filipino** | 48 | 50 | 55 | 58 | 60 | 62 | 66 | 69 | 71 | 73 | 2 | 25 |
Hispanic or Latino | 20 | 20 | 25 | 27 | 29 | 32 | 37 | 40 | 42 | 46 | 4 | 26 |
Native Hawaiian or Pacific Islander** | 31 | 31 | 36 | 39 | 40 | 43 | 47 | 48 | 49 | 53 | 4 | 22 |
White** | 53 | 54 | 58 | 60 | 62 | 64 | 68 | 69 | 71 | 73 | 2 | 20 |
Two or More Races** | -- | -- | -- | -- | -- | -- | -- | 62 | 65 | 69 | 4 | -- |
Economically Disadvantaged | 20 | 20 | 25 | 27 | 29 | 32 | 36 | 39 | 42 | 45 | 3 | 25 |
Not Economically Disadvantaged | 49 | 50 | 56 | 58 | 60 | 62 | 67 | 69 | 72 | 74 | 2 | 25 |
Students Received Special Education Services | 9 | 10 | 11 | 13 | 13 | 15 | 19 | 21 | 26 | 29 | 3 | 20 |
Students with no Reported Disability | 38 | 38 | 43 | 45 | 46 | 49 | 52 | 54 | 56 | 59 | 3 | 21 |
English Only Students | 44 | 44 | 49 | 50 | 52 | 54 | 58 | 60 | 62 | 64 | 2 | 20 |
Initially-Fluent English Proficient (I-FEP) | 46 | 48 | 53 | 56 | 58 | 62 | 66 | 69 | 70 | 74 | 4 | 28 |
Reclassified-Fluent English Proficient (R-FEP) | 40 | 42 | 48 | 50 | 51 | 55 | 58 | 61 | 63 | 66 | 3 | 26 |
English Learners | 10 | 10 | 12 | 14 | 15 | 16 | 20 | 21 | 23 | 25 | 2 | 15 |
* This table includes results from the California Standards Tests (CSTs) only. Percentages included in this table may differ from the percentages printed on the Internet reports due to rounding.
**Ethnicity and race categories changed in 2010, 2011, and 2012 to meet federal requirements. Use caution when comparing to previous years.
English–Language Arts
Table 4: Percentage of Economically Disadvantaged
Students Scoring at Proficient and Above*
Ethnicity and Race | 2003 | 2004 | 2005 | 2006 | 2007 | 2008 | 2009 | 2010** | 2011** | 2012** | Change in Percentage 2011–2012 | Change in Percentage 2003–2012 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
Black or African American | 16 | 17 | 20 | 22 | 24 | 26 | 31 | 33 | 35 | 37 | 2 | 21 |
American Indian or Alaska Native | 20 | 21 | 25 | 27 | 28 | 30 | 34 | 36 | 38 | 40 | 2 | 20 |
Asian | 35 | 37 | 42 | 46 | 48 | 51 | 55 | 59 | 60 | 63 | 3 | 28 |
Filipino | 37 | 39 | 44 | 47 | 49 | 51 | 55 | 59 | 60 | 64 | 4 | 27 |
Hispanic or Latino | 16 | 17 | 21 | 23 | 25 | 28 | 33 | 36 | 38 | 41 | 3 | 25 |
Native Hawaiian or Pacific Islander | 21 | 21 | 26 | 29 | 30 | 32 | 37 | 40 | 41 | 45 | 4 | 24 |
White | 32 | 32 | 37 | 39 | 40 | 43 | 48 | 51 | 52 | 55 | 3 | 23 |
Two or More Races | -- | -- | -- | -- | -- | -- | -- | 45 | 48 | 51 | 3 | -- |
*This table includes results from the California Standards Tests (CSTs) only. Percentages included in this table may differ from the percentages printed on the Internet reports due to rounding.
**Ethnicity and race categories changed in 2010, 2011, and 2012 to meet federal requirements. Use caution when comparing to previous years.
Table 5: Percentage of Not Economically Disadvantaged
Students Scoring at Proficient and Above*
Ethnicity and Race | 2003 | 2004 | 2005 | 2006 | 2007 | 2008 | 2009 | 2010** | 2011** | 2012** | Change in Percentage 2011–2012 | Change in Percentage 2003–2012 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
Black or African American | 31 | 32 | 36 | 38 | 40 | 43 | 47 | 50 | 52 | 56 | 4 | 25 |
American Indian or Alaska Native | 41 | 41 | 46 | 48 | 49 | 51 | 56 | 57 | 59 | 61 | 2 | 20 |
Asian | 69 | 70 | 74 | 76 | 77 | 79 | 83 | 84 | 85 | 87 | 2 | 18 |
Filipino | 53 | 55 | 60 | 62 | 64 | 67 | 71 | 74 | 75 | 78 | 3 | 25 |
Hispanic or Latino | 32 | 33 | 38 | 40 | 42 | 45 | 50 | 54 | 57 | 60 | 3 | 28 |
Native Hawaiian or Pacific Islander | 40 | 40 | 45 | 48 | 50 | 53 | 57 | 59 | 60 | 63 | 3 | 23 |
White | 58 | 59 | 64 | 66 | 67 | 69 | 73 | 75 | 76 | 78 | 2 | 20 |
Two or More Races | -- | -- | -- | -- | -- | -- | -- | 71 | 73 | 77 | 4 | -- |
* This table includes results from the California Standards Tests (CSTs) only. Percentages included in this table may differ from the percentages printed on the Internet reports due to rounding.
**Ethnicity and race categories changed in 2010, 2011, and 2012 to meet federal requirements. Use caution when comparing to previous years.
Mathematics
Table 6: Percentage of Students Scoring at Proficient and Above*
Grade | 2003 | 2004 | 2005 | 2006 | 2007 | 2008 | 2009 | 2010 | 2011 | 2012 | Change in Percentage 2011–2012 | Change in Percentage 2003–2012 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
Grade 2 | 53 | 51 | 56 | 58 | 59 | 59 | 63 | 62 | 66 | 64 | -2 | 11 |
Grade 3 | 46 | 48 | 54 | 57 | 58 | 61 | 64 | 65 | 68 | 70 | 2 | 24 |
Grade 4 | 45 | 45 | 50 | 54 | 56 | 61 | 66 | 68 | 71 | 71 | 0 | 26 |
Grade 5 | 35 | 38 | 44 | 48 | 49 | 51 | 57 | 60 | 63 | 65 | 2 | 30 |
Grade 6 | 34 | 35 | 40 | 42 | 42 | 44 | 49 | 52 | 53 | 54 | 1 | 20 |
Grade 7 | 30 | 33 | 37 | 41 | 39 | 41 | 43 | 49 | 49 | 52 | 3 | 22 |
General Mathematics | 20 | 20 | 22 | 22 | 21 | 27 | 26 | 27 | 28 | 28 | 0 | 8 |
Algebra I† | 21 | 18 | 19 | 23 | 24 | 25 | 28 | 31 | 33 | 35 | 2 | 14 |
—First time test takers | -- | -- | -- | -- | 26 | 28 | 31 | 33 | 35 | 38 | 3 | 12** |
—Repeat test takers | -- | -- | -- | -- | 15 | 17 | 21 | 22 | 24 | 25 | 1 | 10** |
Geometry | 26 | 24 | 26 | 26 | 24 | 24 | 26 | 27 | 30 | 32 | 2 | 6 |
Algebra II | 29 | 24 | 26 | 25 | 27 | 27 | 28 | 31 | 33 | 34 | 1 | 5 |
Summative High School Mathematics | 43 | 41 | 45 | 46 | 47 | 47 | 50 | 54 | 54 | 54 | 0 | 11 |
Integrated 1 | 7 | 7 | 7 | 9 | 9 | 11 | 11 | 13 | 14 | 13 | -1 | 6 |
State Total Grades 2-7 and End-of-Course tests | 35 | 34 | 38 | 41 | 41 | 43 | 46 | 48 | 50 | 51 | 1 | 16 |
* This table includes results from the California Standards Tests (CSTs) only. Percentages included in this table may differ from the percentages printed on the Internet reports due to rounding.
**Data shows changes between 2007 and 2012.
†Prior to 2007, Algebra I was an end-of-course test for grades eight through eleven students. Beginning in 2007, students in grade seven were allowed to take the Algebra I test.
Note: The results for Integrated Mathematics 2 and 3 are not reported due to the small numbers of test-takers.
Mathematics
Table 7: Percentage of Students Scoring at Below Basic and Far Below Basic*
Grade | 2003 | 2004 | 2005 | 2006 | 2007 | 2008 | 2009 | 2010 | 2011 | 2012 | Change in Percentage 2011–2012 | Change in Percentage 2003–2012 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
Grade 2 | 25 | 25 | 22 | 20 | 19 | 19 | 17 | 18 | 17 | 17 | 0 | -8 |
Grade 3 | 30 | 27 | 23 | 22 | 22 | 17 | 16 | 14 | 13 | 13 | 0 | -17 |
Grade 4 | 28 | 27 | 24 | 22 | 19 | 16 | 14 | 13 | 12 | 12 | 0 | -16 |
Grade 5 | 39 | 35 | 32 | 31 | 30 | 25 | 22 | 19 | 16 | 15 | -1 | -24 |
Grade 6 | 36 | 34 | 33 | 31 | 29 | 28 | 25 | 22 | 22 | 20 | -2 | -16 |
Grade 7 | 38 | 38 | 36 | 33 | 33 | 30 | 26 | 23 | 22 | 22 | 0 | -16 |
General Mathematics | 48 | 49 | 47 | 47 | 44 | 45 | 43 | 43 | 41 | 41 | 0 | -7 |
Algebra I† | 50 | 56 | 51 | 53 | 50 | 49 | 49 | 45 | 44 | 42 | -2 | -8 |
Geometry | 45 | 45 | 46 | 48 | 50 | 52 | 51 | 46 | 43 | 41 | -2 | -4 |
Algebra II | 43 | 47 | 46 | 48 | 46 | 44 | 44 | 41 | 38 | 37 | -1 | -6 |
Summative High School Mathematics | 34 | 30 | 27 | 26 | 29 | 26 | 26 | 23 | 23 | 21 | -2 | -13 |
State Total Grades 2-7 and End-of-Course tests | 38 | 38 | 35 | 35 | 34 | 32 | 30 | 28 | 27 | 26 | -1 | -12 |
*This table includes results from the California Standards Tests (CSTs) only. Percentages included in this table may differ from the percentages printed on the Internet reports due to rounding. While some decline in the percentage of students below basic and far below basic can be attributed to participation in the CMA assessments, this has also been a trend for grades and subjects where there is no CMA, e.g. Algebra II, Summative High School Mathematics, and ELA Grade 2.
†Prior to 2007, Algebra I was an end-of-course test for grades eight through eleven students. Beginning in 2007, students in grade seven were allowed to take the Algebra I test.
Note: The results for Integrated Mathematics 2 and 3 are not reported due to the small numbers of test-takers.
Mathematics
Table 8: Numbers of Students Tested*
Test | 2003 | 2004 | 2005 | 2006 | 2007 | 2008 | 2009 | 2010 | 2011 | 2012 | Change in Number 2011-2012† | Change in Number 2003-2012 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
General Mathematics | 451,126 | 417,946 | 374,900 | 340,335 | 307,656 | 289,686 | 259,494 | 222,325 | 201,133 | 190,530 | -10,603 | -260,596 |
Algebra I | 505,883 | 614,347 | 681,924 | 707,285 | 744,814 | 748,690 | 758,859 | 751,042 | 740,286 | 711,359 | -28,927 | 205,476 |
Geometry | 270,560 | 301,112 | 333,334 | 359,926 | 371,118 | 384,024 | 399,539 | 410,368 | 408,354 | 407,521 | -833 | 136,961 |
Algebra II | 162,672 | 181,883 | 196,079 | 213,770 | 231,335 | 239,643 | 251,251 | 265,517 | 277,846 | 286,620 | 8,774 | 123,948 |
Sum. High School Mathematics | 76,560 | 80,574 | 90,983 | 99,348 | 108,972 | 116,085 | 123,776 | 130,720 | 140,095 | 149,951 | 9,856 | 73,391 |
Integrated 1 | 14,359 | 9,679 | 8,716 | 6,771 | 7,071 | 8,872 | 9,969 | 11,354 | 12,018 | 13,536 | 1,518 | -823 |
Integrated 2 | 9,733 | 7,905 | 6,698 | 4,273 | 3,647 | 4,319 | 4,085 | 3,844 | 4,506 | 5,144 | 638 | -4,589 |
Integrated 3 | 10,043 | 4,424 | 3,558 | 2,223 | 1,661 | 1,483 | 1,373 | 797 | 732 | 806 | 74 | -9,237 |
Total | 1,500,936 | 1,617,870 | 1,696,192 | 1,733,931 | 1,776,274 | 1,792,802 | 1,808,346 | 1,795,967 | 1,784,970 | 1,765,467 | -19,503 | 264,531 |
* This table includes results from the California Standards Tests (CSTs) only. Percentages included in this table may differ from the percentages printed on the Internet reports due to rounding.
† The CMA end-of-course mathematics tests were introduced in 2010. As a result, approximately 36,000 students took a 2012 CMA end-of-course mathematics test. These students are not included in this table.
Mathematics
Table 9: Percentage of Students Scoring at Proficient and Above by Subgroup*
Subgroup | 2003 | 2004 | 2005 | 2006 | 2007 | 2008 | 2009 | 2010 | 2011 | 2012 | Change in Percentage 2011–2012 | Change in Percentage 2003–2012 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
All Students | 35 | 34 | 38 | 41 | 41 | 43 | 46 | 48 | 50 | 51 | 1 | 16 |
Female | 34 | 34 | 38 | 40 | 40 | 42 | 46 | 48 | 50 | 51 | 1 | 17 |
Male | 35 | 35 | 39 | 41 | 41 | 43 | 46 | 48 | 50 | 52 | 2 | 17 |
Black or African American** | 19 | 19 | 22 | 25 | 25 | 27 | 30 | 32 | 34 | 36 | 2 | 17 |
American Indian or Alaska Native** | 29 | 28 | 32 | 34 | 34 | 36 | 39 | 40 | 40 | 41 | 1 | 12 |
Asian** | 60 | 60 | 65 | 67 | 67 | 70 | 72 | 74 | 76 | 77 | 1 | 17 |
Filipino** | 44 | 45 | 50 | 53 | 53 | 55 | 59 | 60 | 62 | 63 | 1 | 19 |
Hispanic or Latino** | 23 | 23 | 27 | 30 | 30 | 33 | 36 | 39 | 41 | 42 | 1 | 19 |
Native Hawaiian or Pacific Islander** | 31 | 31 | 35 | 38 | 38 | 40 | 43 | 43 | 46 | 48 | 2 | 17 |
White** | 47 | 46 | 51 | 53 | 53 | 54 | 57 | 59 | 61 | 62 | 1 | 15 |
Two or More Races** | -- | -- | -- | -- | -- | -- | -- | 54 | 59 | 60 | 1 | -- |
Economically Disadvantaged | 24 | 24 | 28 | 30 | 31 | 33 | 37 | 39 | 42 | 43 | 1 | 19 |
Not Economically Disadvantaged | 45 | 44 | 49 | 52 | 52 | 54 | 57 | 60 | 62 | 64 | 2 | 19 |
Students Received Special Education Services | 13 | 13 | 15 | 16 | 16 | 19 | 22 | 24 | 27 | 29 | 2 | 16 |
Students with no Reported Disability | 37 | 36 | 41 | 43 | 43 | 45 | 48 | 50 | 52 | 53 | 1 | 16 |
English Only Students | 39 | 39 | 43 | 45 | 45 | 47 | 50 | 52 | 54 | 55 | 1 | 16 |
Initially-Fluent English Proficient (I-FEP) | 45 | 45 | 49 | 52 | 53 | 55 | 57 | 59 | 60 | 62 | 2 | 17 |
Reclassified-Fluent English Proficient (R-FEP) | 37 | 37 | 41 | 43 | 42 | 45 | 47 | 50 | 52 | 53 | 1 | 16 |
English Learners | 20 | 20 | 23 | 25 | 26 | 28 | 32 | 34 | 37 | 37 | 0 | 17 |
*This table includes results from the California Standards Tests (CSTs) only. Percentages included in this table may differ from the percentages printed on the Internet reports due to rounding.
**Ethnicity and race categories changed in 2010, 2011, and 2012 to meet federal requirements. Use caution when comparing to previous years.
Mathematics
Table 10: Percentage of Economically Disadvantaged
Students Scoring at Proficient and Above*
Ethnicity and Race | 2003 | 2004 | 2005 | 2006 | 2007 | 2008 | 2009 | 2010** | 2011** | 2012** | Change in Percentage 2011–2012 | Change in Percentage 2003–2012 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
Black or African American | 16 | 16 | 19 | 21 | 21 | 24 | 27 | 29 | 31 | 32 | 1 | 16 |
American Indian or Alaska Native | 23 | 22 | 26 | 28 | 28 | 30 | 34 | 34 | 36 | 35 | -1 | 12 |
Asian | 45 | 46 | 51 | 53 | 54 | 56 | 59 | 62 | 64 | 65 | 1 | 20 |
Filipino | 40 | 41 | 46 | 49 | 48 | 50 | 53 | 54 | 56 | 57 | 1 | 17 |
Hispanic or Latino | 21 | 21 | 26 | 28 | 28 | 31 | 34 | 37 | 39 | 40 | 1 | 19 |
Native Hawaiian or Pacific Islander | 25 | 25 | 29 | 32 | 33 | 34 | 38 | 39 | 42 | 44 | 2 | 19 |
White | 33 | 32 | 36 | 38 | 37 | 40 | 43 | 45 | 47 | 48 | 1 | 15 |
Two or More Races | -- | -- | -- | -- | -- | -- | -- | 41 | 45 | 46 | 1 | -- |
*This table includes results from the California Standards Tests (CSTs) only. Percentages included in this table may differ from the percentages printed on the Internet reports due to rounding.
**Ethnicity and race categories changed in 2010, 2011, and 2012 to meet federal requirements. Use caution when comparing to previous years.
Table 11: Percentage of Not Economically Disadvantaged
Students Scoring at Proficient and Above*
Ethnicity and Race | 2003 | 2004 | 2005 | 2006 | 2007 | 2008 | 2009 | 2010** | 2011** | 2012** | Change in Percentage 2011–2012 | Change in Percentage 2003–2012 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
Black or African American | 24 | 24 | 27 | 30 | 30 | 33 | 36 | 38 | 40 | 42 | 2 | 18 |
American Indian or Alaska Native | 35 | 34 | 38 | 40 | 40 | 42 | 45 | 46 | 46 | 48 | 2 | 13 |
Asian | 71 | 70 | 74 | 76 | 76 | 77 | 80 | 82 | 84 | 85 | 1 | 14 |
Filipino | 46 | 46 | 52 | 55 | 55 | 58 | 61 | 63 | 65 | 66 | 1 | 20 |
Hispanic or Latino | 29 | 29 | 33 | 35 | 36 | 38 | 42 | 45 | 48 | 49 | 1 | 20 |
Native Hawaiian or Pacific Islander | 37 | 36 | 40 | 43 | 44 | 46 | 48 | 49 | 51 | 53 | 2 | 16 |
White | 51 | 50 | 54 | 57 | 56 | 58 | 61 | 63 | 65 | 66 | 1 | 15 |
Two or More Races | -- | -- | -- | -- | -- | -- | -- | 62 | 66 | 67 | 1 | -- |
*This table includes results from the California Standards Tests (CSTs) only. Percentages included in this table may differ from the percentages printed on the Internet reports due to rounding.
**Ethnicity and race categories changed in 2010, 2011, and 2011 to meet federal requirements. Use caution when comparing to previous years.
California Standards Test Results, 2004–2012
Science—Grade Level Tests*
Table 12: Percentage of Students Scoring at Proficient and Above†
Grade | 2004 | 2005 | 2006 | 2007 | 2008 | 2009 | 2010 | 2011 | 2012 | Change in Percentage 2011–2012 | Change in Percentage 2004–2012 |
|---|---|---|---|---|---|---|---|---|---|---|---|
5 | 24 | 28 | 32 | 37 | 46 | 49 | 55 | 58 | 59 | 1 | 35 |
8 | -- | -- | 38 | 42 | 52 | 56 | 59 | 64 | 66 | 2 | 28** |
10 | -- | -- | 34 | 35 | 40 | 44 | 46 | 50 | 53 | 3 | 19** |
State Total 5, 8, & 10 | -- | -- | 35 | 38 | 46 | 50 | 54 | 57 | 60 | 3 | 25** |
*The Grade Five California Science Standards Test was first administered in spring 2004. The Grade Eight and the Grade Ten California Life Science Standards Tests were first administered during spring 2006.
**Data show changes between 2006 and 2012.
†This table includes results from the California Standards Tests (CSTs) only. Percentages included in this table may differ from the percentages printed on the Internet reports due to rounding.
California Standards Test Results, 2003–2012
Science—End-of-Course Tests (Grades Nine Through Eleven)
Table 13: Percentage of Students Scoring at Proficient and Above*
Test | 2003 | 2004 | 2005 | 2006 | 2007 | 2008 | 2009 | 2010 | 2011 | 2012 | Change in Percentage 2011–2012 | Change in Percentage 2003–2012 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
Earth Science | 21 | 22 | 23 | 23 | 26 | 28 | 28 | 33 | 35 | 38 | 3 | 17 |
Biology | 37 | 30 | 32 | 35 | 37 | 42 | 42 | 46 | 49 | 52 | 3 | 15 |
Chemistry | 31 | 28 | 27 | 27 | 31 | 32 | 36 | 37 | 38 | 43 | 5 | 12 |
Physics | 29 | 29 | 31 | 32 | 35 | 43 | 46 | 49 | 52 | 52 | 0 | 23 |
Integrated 1 | 7 | 5 | 8 | 9 | 10 | 11 | 13 | 17 | 20 | 20 | 0 | 13 |
Integrated 2 | 8 | 8 | 6 | 5 | 7 | 11 | 15 | 15 | 19 | 25 | 6 | 17 |
State Total for End-of-Course Tests | 29 | 24 | 27 | 28 | 31 | 35 | 36 | 40 | 43 | 46 | 3 | 17 |
*This table includes results from the California Standards Tests (CSTs) only. Percentages included in this table may differ from the percentages printed on the Internet reports due to rounding.
Note: The results for Integrated Science 3 and 4 are not reported due to the small numbers of test-takers.
Science—End-of-Course (Grades Nine Through Eleven)
Table 14: Numbers of Students Tested*
Test | 2003 | 2004 | 2005 | 2006 | 2007 | 2008 | 2009 | 2010 | 2011 | 2012 | Change in Number 2011-2012 | Change in Number 2003-2012 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
Earth Science | 89,676 | 134,953 | 173,958 | 195,394 | 207,246 | 224,873 | 226,308 | 218,463 | 215,875 | 206,924 | -8,951 | 117,248 |
Biology | 334,005 | 397,909 | 453,685 | 498,204 | 507,155 | 525,332 | 535,179 | 546,091 | 552,914 | 556,677 | 3,763 | 222,672 |
Chemistry | 153,491 | 181,420 | 196,700 | 213,387 | 227,866 | 232,506 | 247,306 | 256,883 | 265,399 | 275,373 | 9,974 | 121,882 |
Physics | 44,878 | 52,586 | 59,382 | 61,088 | 63,450 | 64,199 | 67,845 | 72,847 | 76,199 | 80,846 | 4,647 | 35,968 |
Integrated 1 | 62,008 | 101,824 | 111,366 | 107,068 | 96,818 | 76,050 | 69,602 | 64,360 | 54,950 | 46,325 | -8,625 | -15,683 |
Integrated 2 | 25,983 | 24,654 | 20,629 | 17,407 | 13,822 | 7,791 | 4,647 | 5,352 | 4,119 | 3,766 | -353 | -22,217 |
Integrated 3 | 10,621 | 5,870 | 3,414 | 2,540 | 2,006 | 1,963 | 1,744 | 1,351 | 1,292 | 968 | -324 | -9,653 |
Integrated 4 | 1,515 | 1,601 | 1,040 | 817 | 960 | 431 | 624 | 363 | 157 | 65 | -92 | -1,450 |
Total | 722,177 | 900,817 | 1,020,174 | 1,095,905 | 1,119,323 | 1,133,145 | 1,153,255 | 1,165,710 | 1,170,905 | 1,170,944 | 39 | 448,767 |
*This table includes results from the California Standards Tests (CSTs) only. Percentages included in this table may differ from the percentages printed on the Internet reports due to rounding.
History–Social Science
Table 15: Percentage of Students Scoring at Proficient and Above*
Grade | 2003 | 2004 | 2005 | 2006 | 2007 | 2008 | 2009 | 2010 | 2011 | 2012 | Change in Percentage 2011–2012 | Change in Percentage 2003–2012 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
8 | 27 | 27 | 31 | 34 | 35 | 36 | 42 | 47 | 51 | 52 | 1 | 25 |
11 (U.S. History) | 34 | 32 | 37 | 35 | 35 | 38 | 44 | 45 | 48 | 49 | 1 | 15 |
World History (End-of-Course)† | 27 | 27 | 31 | 30 | 29 | 33 | 38 | 42 | 44 | 46 | 2 | 19 |
State Total 8, 11 Plus End-of-Course Test | 29 | 28 | 33 | 33 | 33 | 36 | 41 | 44 | 48 | 49 | 1 | 20 |
*This table includes results from the California Standards Tests (CSTs) only. 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.
California Modified Assessment, 2008–2012
English-Language Arts*
Table 16: Percentage of Students Scoring at Proficient and Above
% Proficient & Above | 2008 | 2009 | 2010 | 2011 | 2012 | Change in Percentage 2011–2012 | Change in Percentage 2008–2012 |
|---|---|---|---|---|---|---|---|
Grade 3 | 27 | 27 | 27 | 29 | 25 | -4 | -2 |
Grade 4 | 28 | 30 | 31 | 36 | 39 | 3 | 11 |
Grade 5 | 28 | 35 | 32 | 37 | 33 | -4 | 5 |
Grade 6 | -- | 26 | 29 | 30 | 36 | 6 | -- |
Grade 7 | -- | 25 | 28 | 31 | 31 | 0 | -- |
Grade 8 | -- | 25 | 25 | 29 | 35 | 6 | -- |
Grade 9 | -- | -- | -- | 18 | 21 | 3 | -- |
Grade 10 | -- | -- | -- | -- | 18 | -- | -- |
Grade 11 | -- | -- | -- | -- | 12 | -- | -- |
*This table includes results from the California Modified Assessment (CMA) only. Percentages included in this table may differ from the percentages printed on the Internet reports due to rounding.
Mathematics*
% Proficient & Above | 2008 | 2009 | 2010 | 2011 | 2012 | Change in Percentage 2011–2012 | Change in Percentage 2008–2012 |
|---|---|---|---|---|---|---|---|
Grade 3 | 32 | 33 | 37 | 37 | 33 | -4 | 1 |
Grade 4 | 32 | 35 | 38 | 40 | 38 | -2 | 6 |
Grade 5 | 31 | 36 | 39 | 46 | 48 | 2 | 17 |
Grade 6 | -- | 31 | 34 | 32 | 35 | 3 | -- |
Grade 7 | -- | 24 | 26 | 24 | 25 | 1 | -- |
Algebra I | -- | -- | -- | 12 | 14 | 2 | -- |
Geometry | -- | -- | -- | -- | 10 | -- | -- |
*This table includes results from the California Modified Assessment (CMA) only. Percentages included in this table may differ from the percentages printed on the Internet reports due to rounding.
Science*
% Proficient & Above | 2008 | 2009 | 2010 | 2011 | 2012 | Change in Percentage 2011–2012 | Change in Percentage 2008–2012 |
|---|---|---|---|---|---|---|---|
Grade 5 | 36 | 42 | 45 | 45 | 43 | -2 | 7 |
Grade 8 | -- | 28 | 31 | 37 | 37 | 0 | -- |
Grade 10 Life Science | -- | -- | -- | 18 | 22 | 4 | -- |
*This table includes results from the California Modified Assessment (CMA) only. Percentages included in this table may differ from the percentages printed on the Internet reports due to rounding.
California Modified Assessment, 2008–2012
English-Language Arts
Table 17: Number of Students Tested*
ELA | 2008 | 2009 | 2010 | 2011 | 2012 | Change in Number 2011–2012 | Change in Number 2008–2012 |
|---|---|---|---|---|---|---|---|
Grade 3 | 11,229 | 14,411 | 16,241 | 17,865 | 19,858 | 1,993 | 8,629 |
Grade 4 | 13,983 | 19,549 | 23,337 | 25,179 | 26,791 | 1,612 | 12,808 |
Grade 5 | 13,366 | 20,061 | 24,344 | 27,770 | 29,201 | 1,431 | 15,835 |
Grade 6 | -- | 18,358 | 22,975 | 26,228 | 28,904 | 2,676 | -- |
Grade 7 | -- | 14,876 | 21,342 | 24,677 | 27,208 | 2,531 | -- |
Grade 8 | -- | 13,981 | 19,392 | 23,332 | 25,505 | 2,173 | -- |
Grade 9 | -- | -- | 11,379 | 16,721 | 20,411 | 3,690 | -- |
Grade 10 | -- | -- | -- | 13,165 | 17,487 | 4,322 | -- |
Grade 11 | -- | -- | -- | 9,288 | 14,193 | 4,905 | -- |
State Total | 38,578 | 101,236 | 139,010 | 184,225 | 209,558 | 25,333 | 37,272 |
*This table includes results from the California Modified Assessment (CMA) only.
Mathematics*
Mathematics | 2008 | 2009 | 2010 | 2011 | 2012 | Change in Number 2011–2012 | Change in Number 2008–2012 |
|---|---|---|---|---|---|---|---|
Grade 3 | 9,378 | 12,261 | 13,764 | 15,474 | 17,148 | 1,674 | 7,770 |
Grade 4 | 11,827 | 16,649 | 19,596 | 21,170 | 22,447 | 1,277 | 10,620 |
Grade 5 | 12,181 | 17,773 | 21,683 | 24,221 | 25,677 | 1,456 | 13,496 |
Grade 6 | -- | 17,717 | 21,777 | 24,586 | 26,391 | 1,805 | -- |
Grade 7 | -- | 15,094 | 21,237 | 24,085 | 26,406 | 2,321 | -- |
Algebra I | -- | -- | 15,666 | 23,310 | 29,310 | 6,000 | -- |
Geometry | -- | -- | -- | 4,717 | 7,073 | 2,356 | |
State Total | 33,386 | 79,494 | 113,723 | 137,563 | 154,452 | 16,889 | 31,886 |
*This table includes results from the California Modified Assessment (CMA) only.
Science*
Science | 2008 | 2009 | 2010 | 2011 | 2012 | Change in Number 2011–2012 | Change in Number 2008–2012 |
|---|---|---|---|---|---|---|---|
Grade 5 | 12,626 | 18,859 | 22,659 | 25,469 | 26,998 | 1,529 | 14,372 |
Grade 8 | -- | 12,784 | 17,851 | 21,343 | 23,394 | 2,051 | -- |
Grade 10 Life Science | -- | -- | 6,249 | 11,016 | 14,682 | 3,666 | -- |
State Total | 12,626 | 31,643 | 46,759 | 57,828 | 65,074 | 7,246 | 14,372 |
*This table includes results from the California Modified Assessment (CMA) only.
Standards-based Tests in Spanish, 2008–2012
Reading-Language Arts
Table 18: Percentage of Students Scoring at Proficient and Above*
% Proficient & Above | 2008 | 2009 | 2010 | 2011 | 2012 | Change in Percentage 2011–2012 | Change in Percentage 2008–2012 |
|---|---|---|---|---|---|---|---|
Grade 2 | 36 | 40 | 35 | 39 | 39 | 0 | 3 |
Grade 3 | 34 | 37 | 36 | 36 | 39 | 3 | 5 |
Grade 4 | 30 | 35 | 34 | 37 | 36 | -1 | 6 |
Grade 5 | -- | 27 | 28 | 29 | 31 | 2 | -- |
Grade 6 | -- | 30 | 29 | 32 | 33 | 1 | -- |
Grade 7 | -- | 31 | 30 | 35 | 36 | 1 | -- |
*This table includes results from the Standards-based Tests in Spanish (STS) only. Percentages included in this table may differ from the percentages printed on the Internet reports due to rounding.
Note: Students who completed the STS also completed the Grade-level CST and/or CMA (if designated in the student's IEP). Results from the STS are not used in state and federal accountability calculations.
2007 is the first year when the CST for Algebra I results were reported in two subcategories: first time test takers and repeat test takers.
Mathematics*
% Proficient & Above | 2008 | 2009 | 2010 | 2011 | 2012 | Change in Percentage 2011–2012 | Change in Percentage 2008–2012 |
|---|---|---|---|---|---|---|---|
Grade 2 | 51 | 53 | 56 | 58 | 54 | -4 | 3 |
Grade 3 | 50 | 50 | 55 | 56 | 57 | 1 | 7 |
Grade 4 | 48 | 52 | 57 | 58 | 57 | -1 | 9 |
Grade 5 | -- | 42 | 45 | 49 | 50 | 1 | -- |
Grade 6 | -- | 36 | 39 | 35 | 38 | 3 | -- |
Grade 7 | -- | 24 | 26 | 30 | 29 | -1 | -- |
*This table includes results from the Standards-based Tests in Spanish (STS) only. Percentages included in this table may differ from the percentages printed on the Internet reports due to rounding.
Note: Students who completed the STS also completed the Grade-level CST and/or CMA (if designated in the student's IEP). Results from the STS are not used in state and federal accountability calculations.
2007 is the first year when the CST for Algebra I results were reported in two subcategories: first time test takers and repeat test takers.
# # # #
Tom Torlakson — State Superintendent of Public Instruction
Communications Division, Room 5206, 916-319-0818, Fax 916-319-0100
Communications Division, Room 5206, 916-319-0818, Fax 916-319-0100
