August 15, 2005
News Rele
Schools Chief Jack O'Connell Releases
2004-05 California High School Exit Exam Results ase Title
Passage Rates on High School Exit Exam Exceeding Projections
SACRAMENTO — State Superintendent of Public Instruction Jack O'Connell today announced that results of the 2004-05 California High School Exit Examination (CAHSEE) show that the passage rate for students in the class of 2006 is exceeding projections.
The latest results reveal steady improvement since the class of 2006 initially took the CAHSEE as tenth graders in 2003-04. So far, an estimated 88 percent of the class of 2006 has passed the English-language arts portion of the test and an estimated 88 percent has passed the math portion of the test. The class of 2006 is the first class in California required to pass the high school exit exam in order to receive a high school diploma.
"The California High School Exit Exam is one of the cornerstones of California's accountability system," O'Connell said. "Adding CAHSEE to our graduation requirements gives employers, students, and the public assurance that a diploma signifies mastery of the minimal skills necessary for a student to succeed after high school. I knew that our students could rise to the challenge of higher expectations, and I am proud of the rate of student success thus far on the exam.
The vast majority of the incoming senior class has already passed the exit exam, and our schools have cut in half the number of students that have yet to pass. At this pace, we are on track toward a passage rate close to the same percentage of students that now fulfill all other requirements to receive a high school diploma."
The 2004-05 CAHSEE results also reveal good news for the class of 2007. About three-fourths of participating tenth graders passed each part of the test: 75 percent in English-language arts and 74 percent in mathematics. These scores show students in the class of 2007 performing as well or better than the class of 2006.
The estimated number of incoming seniors that has completed both portions of the CAHSEE requirement won't be known until the end of September when an independent evaluator's annual report is due.
When analyzed by subgroups, the CAHSEE data show less positive news. While all subgroups of students are making steady, and, in some cases, impressive progress on both the English-language arts and mathematics portions of the exam, significantly lower passage rates persist for some subgroups of students compared to the statewide passage rate.
The test results show a 21 percentage point gain in mathematics by African American students, but still, only a 75 percent passage rate by the eleventh grade; and a 19 percentage point gain in English-language arts with an 82 percent passage rate by the eleventh grade.
Results for Latino students show a 20 percentage point gain in mathematics, but an 81 percent estimated passage rate in the eleventh grade; and a 19 percentage point gain in English-language arts with an 81 percent passage rate in the eleventh grade.
Students receiving special education services showed an impressive 21 percentage point gain in mathematics, but unfortunately, only a 51 percent passage rate in the eleventh grade; and a 24 percentage point gain in English-language arts, with a 54 percent passage rate in the eleventh grade.
"These results for our special education students are particularly noteworthy," O'Connell said. "The impressive gains made by the class of 2006 from their sophomore to junior years should not go unnoticed. It is a significant achievement. Nevertheless, their overall low passage rate continues to concern me and underscores why our education professionals need to focus on moving these children toward higher academic achievement."
"The California High School Exit Exam is designed to ensure that all students graduate with basic knowledge and skills that they need in the workplace and in life, and to shine a light on those who are struggling," O'Connell continued. "While I am pleased that the majority of students are successfully passing the exam, I am also troubled by the persistence of the achievement gap among many of our subgroups. I expect our high schools to focus on those students who are in danger of not mastering the skills measured by this exam and I want to remind all students that passage of the exit exam will be a graduation requirement this year. I urge them to take it seriously."
State law requires that all public school students pass the CAHSEE as a high school diploma requirement. The CAHSEE addresses state content standards in English-language arts and mathematics. Students are required to take the CAHSEE for the first time in tenth grade. During the 2004-05 school year, approximately one-half million tenth graders took the CAHSEE.
After tenth graders take the CAHSEE, they are given up to five additional opportunities to pass the test during high school. This school year, seniors who have not yet passed will have up to three more opportunities to take the exam.
An additional $20 million has been earmarked in the state budget to assist those members of the class of 2006 still struggling to pass the CAHSEE. The state has also allocated $48 million to specifically assist students receiving special education services in order to help them pass the CAHSEE, as well as $165 million for all students in grades seven through twelve that are in need of remedial instruction.
The high school exit exam is only one of the many requirements in California schools needed for graduation. Local districts also impose specific subject requirements that must be met before students are allowed to graduate.
The California Department of Education (CDE) provides every tenth grader CAHSEE study guides for English-language arts and mathematics and has released nearly 300 questions from past CAHSEE administrations for teachers, students, and parents to review.
School, school district, county, and state level results for the CAHSEE have been posted on the CDE Web site at http://cahsee.cde.ca.gov/.
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Attachment
California High School Exit Examination (CAHSEE)
Summary of 2004-05 Test Results
Background
- State law authorized the development of the California High School Exit Examination (CAHSEE), which students in California public schools would have to pass to earn a high school diploma beginning in the 2005œ06 school year.
- 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 content standards.
- All public high school students must take the CAHSEE for the first time in grade ten. Students who do not pass the CAHSEE in grade ten will have up to five additional opportunities to take the part(s) not passed.
- CAHSEE results from administrations prior to the 2003-04 school year are not to be compared to results from subsequent administrations due to changes in test content and score scales.
Summary of State Cumulative Results for Grade Eleven Students (Class of 2006)
- Estimates of the number of students in the class of 2006 who have fully met the CAHSEE requirement (i.e., passed both parts of the exam) will be provided by the independent evaluator for the CAHSEE in its annual report to be delivered on September 30, 2005.
- In the class of 2006, an estimated 88 percent of students have passed the English-language arts part of the CAHSEE, and an estimated 88 percent of students have passed the mathematics part of the CAHSEE.
- On the English-language arts part of the CAHSEE, White students have the highest estimated cumulative passing rate (96 percent), and Hispanic/Latino students have the lowest estimated cumulative passing rate (81 percent) by ethnicity.
- On the mathematics part of the CAHSEE, Asian students have the highest estimated cumulative passing rate (96 percent), and African American students have the lowest estimated cumulative passing rate (75 percent) by ethnicity.
- Students in the class of 2006 will have up to three opportunities in grade twelve to take the part(s) of the CAHSEE not yet passed.
Summary of 2004-05 State Results for Grade Ten Students (Class of 2007)
- Nearly one-half million grade ten students took the CAHSEE (English-language arts and mathematics).
- Statewide, 76 percent of grade ten students passed the English-language arts part of the CAHSEE and 74 percent passed the mathematics part.
- Female students passed the English-language arts part of the CAHSEE at a higher rate than male students (females at 81 percent; males at 72 percent).
- Male and female students passed the mathematics part of the CAHSEE at about the same rate (females at 75 percent; males at 73 percent).
- On both parts of the CAHSEE, the passing rates of Asian, Filipino, and White students were higher than the state passing rate.
- On both parts of the CAHSEE, the passing rates of Hispanic/Latino and African American students were lower than the state passing rate.
- On both parts of the CAHSEE, the passing rates of economically disadvantaged students, students receiving special education services, and English learner students were lower than the state passing rate.
- African American students performed better in English-language arts than in mathematics (64 percent in English-language arts; 55 percent in mathematics).
- Hispanic/Latino students performed slightly higher in English-language arts than in mathematics (65 percent in English-language arts, 62 percent in mathematics).
- Students receiving special education services performed slightly higher in English-language arts (33 percent) than in mathematics (30 percent).
- Economically disadvantaged students performed slightly higher in English-language arts (63 percent) than in mathematics (61 percent).
- 2004-05 results for English learners, economically disadvantaged students, and students receiving special education services each showed a 3 percentage point gain over 2003-04 results in the percentage passing English-language arts. These results showed the highest gains between the two years of any reporting category.
Comparison of State Passing Rates for First-Time Test Takers in the Classes of 2006 and 2007
- Students in the class of 2006 took the CAHSEE for the first time as tenth graders in the 2003-04 school year; students in the class of 2007 took the CAHSEE for the first time as tenth graders in the 2004-05 school year.
- Overall, first-time test takers in the class of 2007 passed the mathematics part of the CAHSEE at the same rate as first-time test takers in the class of 2006 (74 percent).
- Overall, first-time test takers in the class of 2007 passed the English-language arts part of the CAHSEE at a slightly higher rate than first-time test takers in the class of 2006 (75 percent for the class of 2006; 76 percent for the class of 2007).
- In each demographic subgroup, first-time test takers in the class of 2007 performed as well or better than students in the class of 2006 on both parts of the CAHSEE.
- The most significant improvements between first-time test takers in the classes of 2006 and 2007 occurred on the English-language arts part of the exam for the following demographic subgroups: Pacific Islander students, Hispanic/Latino students, economically disadvantaged students, students receiving special education services, and English learners.
Table 1: CAHSEE Estimated Cumulative
Passing Rates for the Class of 2006
English-Language Arts
Demographic Subgroup |
Estimated Enrollment* |
Number Passed in Grade 10 |
Percent Passed in Grade 10 |
Number Passed in Grade 11** |
Estimated Percent Passed in Grade 11 |
Number Passed by End of Grade 11** |
Estimated Percent Passed by End of Grade 11 |
|---|---|---|---|---|---|---|---|
ALL STUDENTS |
449,606 |
334,617 |
75% |
61,765 |
13% |
396,382 |
88% |
Female *** |
223,652 |
173,909 |
79% |
28,556 |
12% |
202,465 |
91% |
Male *** |
225,591 |
160,540 |
71% |
33,136 |
15% |
193,676 |
86% |
American Indian/Alaskan Native |
4,059 |
2,990 |
73% |
605 |
16% |
3,595 |
89% |
Asian |
43,582 |
35,788 |
85% |
4,226 |
7% |
40,014 |
92% |
Pacific Islander |
3,178 |
2,155 |
71% |
573 |
15% |
2,728 |
86% |
Filipino |
13,772 |
11,539 |
87% |
1,488 |
8% |
13,027 |
95% |
Hispanic/Latino |
177,429 |
112,797 |
62% |
30,968 |
19% |
143,765 |
81% |
African American |
35,815 |
22,386 |
63% |
7,137 |
19% |
29,523 |
82% |
White |
167,124 |
143,886 |
88% |
15,872 |
8% |
159,758 |
96% |
Economically Disadvantaged Students |
174,072 |
108,407 |
60% |
30,647 |
20% |
139,054 |
80% |
Students Receiving Special Education Services |
34,976 |
11,723 |
30% |
7,014 |
24% |
18,737 |
54% |
English Learner Students |
74,772 |
31,733 |
39% |
16,665 |
26% |
48,398 |
65% |
* Enrollment was estimated by summing (1) the number of students in the class of 2006 who passed this part of the CAHSEE in grade 10; (2) the number of students in the class of 2006 who passed this part of the CAHSEE in grade 11; and (3) the number of grade 11 students who did not pass this part of the CAHSEE during the spring 2005 administration.
** Subgroup data are estimates; school districts have the opportunity to make demographic data corrections.
*** The sum of females and males does not equal the number of all students, due to invalid or blank responses received for this demographic field.
Table 2: CAHSEE Estimated Cumulative
Passing Rates for the Class of 2006
Mathematics
Demographic Subgroup |
Estimated Enrollment* |
Number Passed in Grade 10 |
Percent Passed in Grade 10 |
Number Passed in Grade 11** |
Estimated Percent Passed in Grade 11 |
Number Passed by End of Grade 11** |
Estimated Percent Passed by End of Grade 11 |
|---|---|---|---|---|---|---|---|
ALL STUDENTS |
445,735 |
328,866 |
74% |
61,176 |
14% |
390,042 |
88% |
Female *** |
219,873 |
163,626 |
74% |
29,355 |
14% |
192,981 |
88% |
Male *** |
225,466 |
165,070 |
73% |
31,719 |
14% |
196,789 |
87% |
American Indian/Alaskan Native |
3,882 |
2,776 |
69% |
558 |
17% |
3,334 |
86% |
Asian |
43,856 |
38,493 |
91% |
3,708 |
5% |
42,201 |
96% |
Pacific Islander |
3,115 |
2,152 |
71% |
496 |
14% |
2,648 |
85% |
Filipino |
13,787 |
11,500 |
87% |
1,462 |
7% |
12,962 |
94% |
Hispanic/Latino |
176,946 |
111,477 |
61% |
31,563 |
20% |
143,040 |
81% |
African American |
34,509 |
19,302 |
54% |
6,662 |
21% |
25,964 |
75% |
White |
165,013 |
140,243 |
87% |
15,830 |
8% |
156,073 |
95% |
Economically Disadvantaged Students |
173,181 |
109,146 |
61% |
29,959 |
19% |
139,105 |
80% |
Students Receiving Special Education Services |
31,559 |
10,437 |
30% |
5,574 |
21% |
16,011 |
51% |
English Learner Students |
76,527 |
39,756 |
49% |
16,520 |
25% |
56,276 |
74% |
*Enrollment was estimated by summing (1) the number of grade ten students who passed this portion of the CAHSEE during the 2003-04 school year; (2) the number of grade eleven students who passed this portion during the 2004œ05 school year; and (3) the number of grade eleven students who did not pass this portion during the spring 2005 administration.
**Subgroup data are estimates; school districts have the opportunity to make demographic data corrections.
*** The sum of females and males does not equal the number of all students, due to invalid or blank responses received for this demographic field.
Table 3: CAHSEE Comparison of Passing Rates for
First-Time Test Takers in the Classes of 2006 and 2007
English-Language Arts
Demographic Subgroup |
Class of 2006 Number Tested as Tenth Graders |
Class of 2006 Percent Passed as Tenth Graders |
Class of 2007* Number Tested as Tenth Graders |
Class of 2007* Percent Passed as Tenth Graders |
|---|---|---|---|---|
ALL STUDENTS |
448,005 |
75% |
460,670 |
76% |
Female ** |
220,042 |
79% |
226,171 |
81% |
Male ** |
227,600 |
71% |
233,865 |
72% |
American Indian/Alaskan Native |
4,070 |
73% |
4,158 |
73% |
Asian |
42,247 |
85% |
42,476 |
86% |
Pacific Islander |
3,021 |
71% |
3,222 |
75% |
Filipino |
13,229 |
87% |
13,498 |
88% |
Hispanic/Latino |
182,703 |
62% |
191,490 |
65% |
African American |
35,733 |
63% |
38,153 |
64% |
White |
162,719 |
88% |
163,190 |
89% |
Economically Disadvantaged Students |
180,446 |
60% |
190,160 |
63% |
Students Receiving Special Education Services |
38,468 |
30% |
39,607 |
33% |
English Learner Students |
80,909 |
39% |
82,610 |
42% |
* Subgroup data are estimates; school districts have the opportunity to make demographic data corrections.
** The sum of females and males does not equal the number of all students, due to invalid or blank responses received for this demographic field.
Table 4: CAHSEE Comparison of Passing Rates for
First-Time Test Takers in the Classes of 2006 and 2007
Mathematics
Demographic Subgroup |
Class of 2006 Number Tested as Tenth Graders |
Class of 2006 Percent Passed as Tenth Graders |
Class of 2007* Number Tested as Tenth Graders |
Class of 2007* Percent Passed as Tenth Graders |
|---|---|---|---|---|
ALL STUDENTS |
446,264 |
74% |
458,338 |
74% |
Female ** |
219,712 |
74% |
225,656 |
75% |
Male ** |
226,178 |
73% |
232,039 |
73% |
American Indian/Alaskan Native |
4,005 |
69% |
4,109 |
69% |
Asian |
42,180 |
91% |
42,332 |
92% |
Pacific Islander |
3,019 |
71% |
3,197 |
72% |
Filipino |
13,223 |
87% |
13,472 |
87% |
Hispanic/Latino |
182,485 |
61% |
190,795 |
62% |
African American |
35,435 |
54% |
37,889 |
55% |
White |
161,605 |
87% |
162,032 |
87% |
Economically Disadvantaged Students |
179,878 |
61% |
189,154 |
61% |
Students Receiving Special Education Services |
35,146 |
30% |
36,956 |
30% |
English Learner Students |
80,795 |
49% |
81,994 |
49% |
* Subgroup data are estimates; school districts have the opportunity to make demographic data corrections.
** The sum of females and males does not equal the number of all students, due to invalid or blank responses received for this demographic field.
Chart 1: CAHSEE Estimated Cumulative
Passing Rates for the Class of 2006
English-Language Arts
Type |
School Year |
Passing Rate |
|---|---|---|
Sophomores |
2003-04 |
75% |
Juniors |
2004-05 |
88% |
Chart 2: CAHSEE Estimated Cumulative
Passing Rates for the Class of 2006
Mathematics
Type |
School Year |
Passing Rate |
|---|---|---|
Sophomores |
2003-04 |
74% |
Juniors |
2004-05 |
88% |
Chart 3: Achievement Gap — CAHSEE
African-American to White Students
Comparison of Passing Rates for Class of 2006
English-Language Arts
Type |
Percent of Students Passed by End of 2004-05 School Year |
|---|---|
African-American |
82% |
White |
96% |
Mathematics
Type |
Percent of Students Passed by End of 2004-05 School Year |
|---|---|
African-American |
75% |
White |
95% |
Chart 4: Achievement Gap — CAHSEE
Hispanic/Latino to White Students
Comparison of Passing Rates for Class of 2006
English-Language Arts
Type |
Percent of Students Passed by End of 2004-05 School Year |
|---|---|
Hispanic/Latino |
81% |
White |
96% |
Mathematics
Type |
Percent of Students Passed by End of 2004-05 School Year |
|---|---|
Hispanic/Latino |
81% |
White |
95% |
Chart 5: Achievement Gap — CAHSEE
Non-Ethnic Students
English-Language Arts
Estimated Cumulative Passing Rates for the Class of 2006 Non-Ethnic Subgroups
Type |
Percent of Students Passed by End of 2004-05 School Year |
|---|---|
State |
88% |
Economically Disadvantaged Students |
80% |
Students Receiving Special Education Services |
54% |
English Language Learners |
65% |
Chart 6: Achievement Gap — CAHSEE
Non-Ethnic Students
Mathematics
Estimated Cumulative Passing Rates for the Class of 2006 Non-Ethnic Subgroups
Type |
Percent of Students Passed by End of 2004-05 School Year |
|---|---|
State |
88% |
Economically Disadvantaged Students |
80% |
Students Receiving Special Education Services |
51% |
English Language Learners |
75% |
