August 16, 2004
O'Connell Releases 2004 STAR and CAHSEE Results
Calls STAR scores mixed and seeks renewed commitment to teaching our standards
LOS ANGELES — State Superintendent of Public Instruction Jack O'Connell today announced that California students posted mixed results in the 2004 Standardized Testing and Reporting (STAR) Program, while the state's tenth graders passed the California High School Exit Examination (CAHSEE) in encouraging numbers.
The results from the state's two signature testing programs are being released this year concurrently. School, school district, county, and state level results for the STAR and CAHSEE programs have been posted on the CDE Web site at Testing & Accountability.
Results from the 2004 STAR Program administration showed a slowdown in the progress public schools had been making in moving greater numbers of students toward proficient and advanced levels of academic achievement. Scores on the California Standards Tests (CSTs) taken by more than 4.7 million students in grades two through eleven for all subjects tested were mixed.
"This is not where we want to be. This is not where we hoped we would be," said O'Connell. "But the trend of student achievement over the last several years remains positive, and I am convinced we have the appropriate framework in place to continue our record level of improvement. These scores should be viewed as a wake-up call for us all. We need to heed this call by focusing as never before on our rigorous academic standards and increasing our investment in ensuring our teachers have the proper training they need to do their jobs."
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 for all students is consistent with school growth targets for state accountability and the new federal requirements under the No Child Left Behind (NCLB) Act.
"Results at the high school level continue to cause concern," O'Connell said. "The bottom line is that our high schools are not performing at the level they should be, and these results further my commitment to my initiative focusing on improving our high schools."
The STAR Program also includes national norm-referenced tests, the California Achievement Tests, Sixth Edition Survey (CAT/6 Survey) that measure general knowledge and skills in reading, language, spelling (grades two through eight only), mathematics, and science (grades nine, ten, and eleven only). Results of the CAT/6 Survey tests generally showed increases over the previous year in the elementary and middle school grades, dipped slightly in grade nine in reading, and remained about the same in grades ten and eleven.
The results for the 2003-04 administration of California's high school exit exam were much more encouraging. State law requires that all public school students pass the CAHSEE as a high school diploma requirement, beginning with the class of 2006.
Last spring, nearly one-half million tenth graders took the CAHSEE that addressed state academic standards for English-language arts and mathematics. About three-fourths of those participating students passed each part of the test: 75 percent in English-language arts and 74 percent in mathematics.
"The good news is that so many students completed this diploma requirement, and they can focus on other requirements for graduation and the course work they need for college studies and future careers," O'Connell said. "These results also will help schools identify 25 percent of last year's sophomores who may need additional instructional assistance to pass either portion of the exit exam before graduation in 2006."
CAHSEE results for 2004 cannot be compared to results from previous administrations due to changes in test content and format that had been recommended as part of the program's refinement process. Results of the CAHSEE also should not be compared with STAR Program results due to differences in content between the tests.
O'Connell noted that the difference between the two testing programs is the expectation in performance.
"The CAHSEE is designed to ensure that all high school graduates have achieved a solid foundation of knowledge and skills in English-language arts and mathematics, based on state-adopted academic standards," he said. "The purpose of CSTs in the STAR Program is to help ensure that all students reach high levels of proficiency in key subjects, based on California's extremely rigorous standards."
All students in grades two through eleven in California public schools must participate in the STAR Program. Students with significant cognitive disabilities, as identified by their Individualized Education Program teams, take the California Alternate Performance Assessment (CAPA) rather than the CSTs and the CAT/6.
In addition to taking the CSTs and CAT/6 Survey tests in English, students whose primary language is Spanish and who enrolled in a California public school 12 months or less before testing must take the Spanish Assessment of Basic Education, Second Edition (SABE/2) in Spanish. These results also are posted on the CDE Web site at Standardized Testing and Reporting (STAR) Results.
Released CST items from the 2003 administration are posted on the CDE Web site at Program Resources - Standardized Testing and Reporting (STAR). Released CAHSEE items from the 2001 through 2003 administrations are available at Program Resources - California High School Exit Examination (CAHSEE). Items from the latest administration are expected to be released in September.
Attachment A
Standardized Testing and Reporting (STAR) Program
2004 California Standards Test Results
Background
- The California Standards Tests (CSTs) are designed to assess the achievement of students in California public schools on the state’s academic content standards that specify what California students are to learn in each grade level and subject area.
- The CSTs in English-language arts and mathematics were first administered in spring 1999. Senior high school history-social science and science tests were added to the Program in 2001.
- In spring 2003, the history-social science test that had been administered at grade 9 was moved to grade 8. This test assesses the history-social science content standards for grades six through eight.
- A grade 5 science test that assesses the science content standards for grades four and five was administered for the first time during spring 2004.
Reporting Results
- The CST results are reported using five performance levels: advanced, proficient, basic, below basic, and far below basic.
- The percentage of students scoring at each performance level is reported by grade and subject area.
- The state target is to have all students score at proficient or advanced.
Summary of 2004 Results
English-Language Arts
- Performance levels were first reported for the California English-Language Arts Standards Tests in 2001.
- The percentage of students scoring at proficient and advanced between 2001 and 2004 has increased for all grades except grade three where the percentages are the same.
- The greatest growth is at grade five where there is a twelve-percentage point increase over the four-year period. At grade nine, there has been a nine-point increase in the percentage of students scoring proficient and advanced.
- Across the four years, there have been increases each year for grades four, five, nine, and ten. The percentages were unchanged from 2003 to 2004 for grades two, six, seven, and eleven.
- The percentage of students scoring far below basic decreased at grades two, four, and six through ten over the four-year period.
Mathematics
- The percentage of students scoring at proficient and advanced in mathematics increased between 2001 and 2004 for all grades, two through seven, as well as for Integrated Mathematics 3 and Summative High School Mathematics.
- During the four-year period, there were significant increases in the number of students in grades eight through eleven taking the Algebra I, Geometry, and Algebra II CSTs. While the number of students tested has increased, the percentage of students scoring proficient or advanced on these tests has decreased.
- The greatest gains were made in grades two through four.
History-Social Science
- Between 2001 and 2004, there were slight increases in the percentages of students scoring proficient or advanced on the grade ten and eleven history-social science tests.
Science
- There were significant increases in the number of students in grades nine through eleven taking science standards tests between 2001 and 2004 with the greatest increase being between 2003 and 2004.
- Approximately 75,000 more students took the CST Biology test in 2004 than in 2003. This was approximately a 23% increase.
- The significant increase in the number of students tested in biology was accompanied by a significant decrease in the percentage of students scoring proficient and advanced.
- A higher percentage of students scored proficient and advanced (30 percent) on the biology test than on any of the other science end-of-course tests.
- Twenty-four percent of the grade five students scored proficient or advanced on the new grade five science test.
Table 1: STAR CST 2001–04 State-Level Results
Percentage of All Students Scoring At or Above Proficient
English-Language Arts
Grade |
2001 |
2002 |
2003 |
2004 |
3-Year Change |
1-Year Change |
|---|---|---|---|---|---|---|
2 |
32 |
32 |
36 |
36 |
4 |
0 |
3 |
30 |
34 |
33 |
30 |
0 |
-3 |
4 |
31 |
36 |
39 |
40 |
9 |
1 |
5 |
28 |
31 |
36 |
40 |
12 |
4 |
6 |
31 |
31 |
36 |
36 |
5 |
0 |
7 |
34 |
33 |
36 |
36 |
2 |
0 |
8 |
32 |
32 |
31 |
33 |
1 |
2 |
9 |
28 |
33 |
38 |
37 |
9 |
-1 |
10 |
31 |
33 |
33 |
35 |
4 |
2 |
11 |
29 |
31 |
32 |
32 |
3 |
0 |
Table 2: STAR CST 2001–04 State-Level Results
Percentage of All Students Scoring Far Below Basic
English-Language Arts
Grade |
2001 |
2002 |
2003 |
2004 |
3-Year Change* |
1-Year Change* |
|---|---|---|---|---|---|---|
2 |
15 |
15 |
13 |
12 |
-3 |
-1 |
3 |
16 |
16 |
16 |
16 |
0 |
0 |
4 |
13 |
11 |
8 |
9 |
-4 |
1 |
5 |
12 |
9 |
11 |
13 |
1 |
2 |
6 |
13 |
15 |
13 |
10 |
-3 |
-3 |
7 |
15 |
15 |
14 |
12 |
-3 |
-2 |
8 |
14 |
14 |
15 |
12 |
-2 |
-3 |
9 |
18 |
18 |
12 |
14 |
-4 |
2 |
10 |
15 |
16 |
14 |
14 |
-1 |
0 |
11 |
16 |
18 |
20 |
19 |
3 |
-1 |
* A negative change indicates students are moving out of Far Below Basic and progressing toward proficiency.
Table 3: STAR CST 2001–04 State-Level Results
Percentage of All Students Scoring At or Above Proficient
Mathematics
Grade/Test |
2001 |
2002 |
2003 |
2004 |
3-Year Change |
1-Year Change |
|---|---|---|---|---|---|---|
Grade 2 |
40 |
43 |
53 |
41 |
11 |
-2 |
Grade 3 |
38 |
38 |
46 |
48 |
10 |
2 |
Grade 4 |
33 |
38 |
45 |
45 |
12 |
0 |
Grade 5 |
30 |
29 |
35 |
38 |
8 |
3 |
Grade 6 |
31 |
32 |
34 |
35 |
4 |
1 |
Grade 7 |
29 |
30 |
30 |
33 |
4 |
3 |
Algebra I |
21 |
22 |
21 |
18 |
-3 |
-3 |
Geometry |
30 |
29 |
26 |
24 |
-6 |
-2 |
Algebra II |
28 |
26 |
29 |
24 |
-4 |
-5 |
1st Year Integrated |
10 |
7 |
7 |
7 |
-3 |
0 |
2nd Year Integrated |
18 |
25 |
28 |
21 |
3 |
-7 |
3rd Year Integrated |
20 |
21 |
21 |
27 |
7 |
6 |
General Mathematics |
NA |
16 |
20 |
20 |
4* |
0 |
Summative High School Math |
37 |
40 |
43 |
41 |
4 |
-2 |
* 2-Year Change
Table 4: STAR CST 2002–04 State-Level Results
Percentage of All Students Scoring Far Below Basic
Mathematics
Grade/Test |
2002 |
2003 |
2004 |
2-Year Change* |
1-Year Change* |
|---|---|---|---|---|---|
Grade 2 |
8 |
5 |
5 |
-3 |
0 |
Grade 3 |
9 |
7 |
4 |
-5 |
-3 |
Grade 4 |
7 |
7 |
3 |
-4 |
-4 |
Grade 5 |
9 |
13 |
10 |
1 |
-3 |
Grade 6 |
8 |
8 |
7 |
-1 |
-1 |
Grade 7 |
11 |
12 |
11 |
0 |
-1 |
Algebra I |
14 |
16 |
14 |
0 |
-2 |
Geometry |
10 |
7 |
8 |
-2 |
1 |
Algebra II |
12 |
17 |
16 |
4 |
-1 |
1st Year Integrated |
26 |
25 |
29 |
3 |
4 |
2nd Year Integrated |
9 |
8 |
11 |
2 |
3 |
3rd Year Integrated |
15 |
21 |
10 |
-5 |
-11 |
General Mathematics |
15 |
19 |
19 |
4 |
0 |
Summative High School Math |
15 |
15 |
6 |
-9 |
-9 |
* A negative change indicates students are moving out of Far Below Basic and progressing toward proficiency.
REVISED Table 5: STAR CST 2001–04 Test-Taking Patterns
Number of Students Tested
Mathematics Tests
Test |
2001 |
2002 |
2003 |
2004 |
3-Year Change |
Percent Change |
1-Year Change |
Percent Change |
|---|---|---|---|---|---|---|---|---|
Algebra I |
366,633 |
422,241 |
505,883 |
613,017 |
246,384 |
67.2% |
107,134 |
21.2% |
Geometry |
213,795 |
240,512 |
270,560 |
300,905 |
87,110 |
40.7% |
30,345 |
11.2% |
Algebra II |
126,997 |
148,333 |
162,672 |
181,878 |
54,881 |
43.2% |
19,206 |
11.8% |
1st Year Integrated |
42,732 |
24,097 |
14,359 |
9,612 |
-33,120 |
-77.5% |
-4,747 |
-33.1% |
2nd Year Integrated |
28,446 |
24,761 |
9,733 |
7,928 |
-20,518 |
-72.1% |
-1,805 |
-22.8% |
3rd Year Integrated |
17,909 |
15,395 |
10,043 |
4,430 |
-13,479 |
-75.3% |
-5,613 |
-55.9% |
General Mathematics |
NA |
448,912 |
451,126 |
415,461 |
-33,451* |
-7.5% |
-35,665 |
-7.9% |
High School Summative Math |
51,792 |
70,594 |
76,560 |
80,504 |
28,712 |
55.4% |
3,944 |
5.2% |
Total |
848,304 |
1,394,845 |
1,500,936 |
1,613,735 |
NA |
NA |
NA |
NA |
* 2-Year Change
Table 6: STAR CST 2001–04 State-Level Results
Percentage of All Students Scoring At or Above Proficient
Science
Test |
2001 |
2002 |
2003 |
2004 |
3-Year Change |
1-Year Change |
|---|---|---|---|---|---|---|
Grade 5 |
NA |
NA |
NA |
24 |
-- |
-- |
Earth Science |
20 |
21 |
22 |
22 |
2 |
0 |
Biology |
34 |
37 |
37 |
30 |
-4 |
-7 |
Chemistry |
28 |
29 |
31 |
28 |
0 |
-3 |
Physics |
30 |
28 |
29 |
29 |
-1 |
0 |
Integrated 1 |
NA |
NA |
7 |
5 |
-- |
-2 |
Integrated 2 |
NA |
NA |
8 |
8 |
-- |
0 |
Integrated 3 |
NA |
NA |
7 |
8 |
-- |
1 |
Integrated 4 |
NA |
NA |
12 |
8 |
-- |
-4 |
Table 7: STAR CST 2002–04 State-Level Results
Percentage of All Students Scoring Far Below Basic
Science
Test |
2002 |
2003 |
2004 |
2-Year Change* |
1-Year Change* |
|---|---|---|---|---|---|
Grade 5 |
NA |
NA |
10 |
-- |
-- |
Earth Science |
19 |
17 |
19 |
0 |
2 |
Biology |
9 |
12 |
11 |
2 |
-1 |
Chemistry |
10 |
11 |
12 |
2 |
1 |
Physics |
19 |
18 |
18 |
-1 |
0 |
Integrated 1 |
NA |
25 |
28 |
-- |
3 |
Integrated 2 |
NA |
30 |
26 |
-- |
-4 |
Integrated 3 |
NA |
19 |
14 |
-- |
-5 |
Integrated 4 |
NA |
30 |
23 |
-- |
-7 |
* A negative change indicates students are moving out of Far Below Basic and progressing toward proficiency.
REVISED Table 8: STAR CST 2001–04 Test-Taking Patterns
Number of Students Tested
Science
Test |
2001 |
2002 |
2003 |
2004 |
3-Year Change |
Percent Change |
1-Year Change |
Percent Change |
|---|---|---|---|---|---|---|---|---|
Earth Science |
69,255 |
80,096 |
89,676 |
134,870 |
65,615 |
94.7% |
45,194 |
50.4% |
Biology |
269,602 |
298,475 |
334,005 |
397,701 |
128,099 |
47.5% |
63,696 |
19.1% |
Chemistry |
132,908 |
144,933 |
153,491 |
181,298 |
48,390 |
36.4% |
27,807 |
18.1% |
Physics |
33,123 |
41,762 |
44,878 |
52,401 |
19,278 |
58.2% |
7,523 |
16.8% |
Integrated 1 |
25,142 |
16,459 |
62,008 |
101,783 |
76,641 |
304.8% |
39,775 |
64.1% |
Integrated 2 |
49,455 |
38,988 |
25,983 |
24,686 |
-24,769 |
-50.1% |
-1,297 |
-5.0% |
Integrated 3 |
39,714 |
57,086 |
10,621 |
5,870 |
-33,844 |
-85.2% |
-4,751 |
-44.7% |
Integrated 4 |
24,808 |
25,468 |
1,515 |
1,602 |
-23,206 |
-93.5% |
87 |
5.7% |
Total: (Grades 9–11) |
644,007 |
703,267 |
722,177 |
900,211 |
NA |
NA |
NA |
NA |
Grade 5 Science |
-- |
-- |
-- |
479,845 |
NA |
NA |
NA |
NA |
Table 9: STAR CST 2001–04 State-Level Results
Percentage of All Students Scoring At or Above Proficient
History-Social Science
Grade |
2001 |
2002 |
2003 |
2004 |
3-Year Change |
1-Year Change |
|---|---|---|---|---|---|---|
8 |
NA |
NA |
28 |
28 |
NA |
0 |
10 |
24 |
24 |
27 |
27 |
3 |
0 |
11 |
31 |
31 |
34 |
32 |
1 |
-2 |
Table 10: STAR CST 2002–04 State-Level Results
Percentage of All Students Scoring Far Below Basic
History-Social Science
Grade |
2002 |
2003 |
2004 |
2-Year Change* |
1-Year Change* |
|---|---|---|---|---|---|
8 |
NA |
15 |
18 |
NA |
3 |
10 |
25 |
28 |
25 |
0 |
-3 |
11 |
15 |
13 |
15 |
0 |
2 |
* A negative change indicates students are moving out of Far Below Basic and progressing toward proficiency.
