Release: #08-110
August 14, 2008

Contact: Pam Slater
E-mail: communications@cde.ca.gov
Phone: 916-319-0818

LOS ANGELES/SAN JOSE — State Superintendent of Public Instruction Jack O'Connell today released the results of the 2008 Standardized Testing and Reporting (STAR) Program that show California students continue to make steady gains in English-language arts, math, science, and social science.

"California public school students are continuing to make solid, steady progress learning the skills and concepts necessary for success in school and in life. Since 2003, 532,494 more California students have become proficient in English-language arts and 415,129 more students have become proficient in math. While we still have a lot of work to do to reach our goal of universal proficiency, this year's gains are particularly encouraging considering they build upon five years of steady growth," O'Connell said.

"The results also show significant increases in science and social science. California has some of the highest standards in the nation, and I am exceptionally proud of the hard work and dedication of our students, teachers, administrators, paraprofessionals, and parents that led to this achievement," he said.  

The STAR results may be found at: Standardized Testing and Reporting (STAR) Results.

In the six years since all California Standards Tests (CSTs) were completely aligned to state standards, the percentage of students scoring proficient or advanced increased by 11 points in English-language arts (ELA) or from 35 percent to 46 percent, (Table 1) and 8 points in math, from 35 percent to 43 percent (Table 5). The percentage of students scoring at the proficient and advanced levels on the fifth grade science test has increased by 22 points since 2004; the first year the test was given (Table 10).

The percentage of students scoring proficient or advanced in grades two, four, five, six, seven, eight, and nine have increased in ELA by double digits over the five-year span beginning in 2003 (Table 1).

The greatest improvement over the five-year period for math was made by students in grades three, four, five, six, and seven with the proficient and advanced percentage increasing by 15, 16, 16, 10, and 11 points, respectively (Table 5).

"While we celebrate the progress made by all subgroups of students over the last five years, we can not lose sight of the fact that more than half of our students, and too many students of color, are still not meeting our high standards," O'Connell said. "It is good news that all students continue to improve. It is imperative that we help those students who have historically struggled the most to accelerate their learning so they may effectively and fully participate in school, the workforce, and in society."

All student subgroup populations have continued to improve since 2003, and the gap in achievement between African Americans and whites and the gap in achievement between Hispanics or Latinos and whites narrowed slightly since last year. But, overall proficiency rates for Latino and African American students were significantly lower than those of white or Asian students. (Table 14 and Table 15).

Particularly concerning are results that continue to show African American and Latino students who are not economically disadvantaged score lower in math than white students who are economically disadvantaged. (Table 8 and Table 9). In English-language arts, non-poor African American students scored at the same level as white students who are poor. Latino students who are not poor scored slightly higher than white students who are poor. (Table 3 and Table 4).

"It is a moral and economic imperative that we close the achievement gap. California cannot afford to allow our Latino students and our African American students to continue to lag academically behind their peers," O'Connell said.

"While we must close the gap that exists between all subgroups, I am acutely concerned about our African American students. African American students as a whole scored in English-language arts just one point above Latino students, a subgroup that includes a significant number of English learners. This, coupled with an alarming dropout rate among African Americans, indicates a crisis in the education of black children," he said. "My statewide P-16 Council has made a series of recommendations aimed at closing the achievement gap and improving the way we provide education services to African American students. We must redouble our efforts to find and share effective strategies that will help African American students succeed."

Under the STAR program, California 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 is consistent with school growth targets for state accountability and the federal No Child Left Behind requirements. The state target is for all students to score at the proficient or advanced level.

This year also marked the debut of the California Modified Assessment (CMA). The CMA is designed for students in special education whose individualized education program (IEP) teams determined that the California Alternate Performance Assessment (CAPA) or the CSTs are not the appropriate assessments. Students taking the CMA typically make up approximately 2 percent of a school's population, although the percentages will vary from school to school. Please note that before any new test can be fully introduced into an assessment system, proficiency levels must be determined using the results of all tests taken. Therefore, the results for those students taking the CMA this year are not reflected in today's release as the performance levels have not been set. 

Approximately 4.75 million students participated in the 2008 STAR program, which is comprised of five components:

California Standards Tests (CSTs) are standards-based tests that measure the achievement of state content standards in English-language arts, mathematics, science, and history-social science.

California Modified Assessment (CMA) is for students whose IEP indicates assessment with the CMA (currently for grades three through five in ELA and Math and grade five in Science).

California Alternate Performance Assessment (CAPA) is for students who have significant cognitive disabilities.

California Achievement Tests (CAT/6) are nationally norm-referenced tests, taken in grades three and seven only.

Aprenda: La prueba de logros en español, Tercera edición (Aprenda 3) is a nationally norm-referenced achievement test of general academic knowledge in Spanish for Spanish-speaking English learners (for grades five through eleven in 2008).

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Standardized Testing and Reporting (STAR) Program:

Summary of 2008 Results

Background

• The 2008 STAR Program consists of six key components, including the California Standards Tests (CSTs); the California Alternate Performance Assessment (CAPA); and the California Modified Assessment (CMA) for grades three, four, and five. This year the CMA was administered operationally for the first time. The CMA and the other three components—the California Achievement Tests, Sixth Edition (CAT/6 Survey); the Standards-based Tests in Spanish (STS); and the Aprenda: La prueba de logros en espanol, Tercera edition (Aprenda 3)—are not reported in this summary.
• In spring 2008, the following CSTs were required for all students:
• English–language arts (ELA) 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 were also able to take end-of-course tests in mathematics, science, and history–social science in grades nine through eleven if they were enrolled in the corresponding courses.
• Students who had an individualized education program and met the other requirements were eligible to take the CMA in ELA and mathematics in grades three through five and the CMA in science in grade five instead of the corresponding grade-level and content-area CSTs.
• Students 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.

Reporting STAR Program Results

• Five performance levels are used for reporting the CST and CAPA results: 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 percentages of students scoring at each performance level are reported by grade and subject for all students and for student subgroups.
• Because the CMA is in the standard-setting process, the proficiency levels for this assessment have not yet been assigned. Student reports, therefore, will show raw scores (percentage correct) for this year’s CMA results.

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Summary of CST Results

A summary of statewide student performance on the CSTs follows, organized by content area. (CAPA results are included in the ELA and mathematics subgroup Tables 2, 3, 4, 7, 8, and 9.) Note that while final data for the years 2003 through 2007 are available, the results reported for 2008 are preliminary and include only the results for students who tested through June 30, 2008.

English–Language Arts

• The percentage of students in grades two through eleven scoring at the proficient level and above increased approximately 11 percentage points between 2003 and 2008. The one-year increase in 2008 was 3 percentage points (Table 1).
• Notably, since 2003, the percentage of students scoring at the proficient level
  and above in ELA in grade four increased by 16 percentage points; in grade eight by 14 percentage points; and in grade seven by 13 percentage points. In 2008, grade six showed the greatest one-year increase of 5 percentage points (Table 1).
• While all student subgroups have continued to improve since 2003, the gap in achievement between African Americans and whites remains unchanged. (Table 2 and Table 15) However, the gap in achievement between Hispanics and whites has improved by 1 percentage point. (Table 2 and Table 14).
• The subgroups by ethnicity showing the greatest improvement since 2003 in achieving the proficient level and above were Asian and Filipino students, who showed an increase of 14 percentage points. Hispanic or Latino and Pacific Islander student subgroups increased their achievement of the proficient level and above by 12 percentage points. African American and white student subgroups increased their achievement of the proficient level and above by
  11 percentage points. American Indian or Alaskan Native student subgroup increased its achievement of the proficient level and above by 9 percentage points (Table 2).
• The results displayed in Tables 3 and 4 show that the performance of African American and Hispanic or Latino students continues to lag behind that of white students, regardless of economic status. For 2008, the percentage of not economically disadvantaged African Americans (43 percent) and the percentage of not economically disadvantaged Hispanics or Latinos (45 percent) achieving the proficient level and above are equal to or slightly above the percentage of economically disadvantaged whites (43 percent) achieving the proficient level and above.

Mathematics

• In 2008, the percentage of students scoring at the proficient level and above in mathematics showed an overall increase of approximately 8 percentage points from 2003. From 2007 to 2008, the overall percentage of students scoring at the proficient level and above increased by 2 percentage points (Table 5).
• From 2007 to 2008, the majority of grade-level and end-of-course results showed an increase in the percentage of students scoring at the proficient level and above. The results for grade two mathematics, geometry, Algebra II, and summative high school mathematics showed no increase (Table 5).
• Between 2003 and 2008, the increase in the percentage of students in grades three through seven achieving the proficient level and above were as follows: grade three, 15 percentage points; grade four, 16 percentage points; grade five, 16 percentage points; grade six, 10 percentage points; and grade seven, 11 percentage points (Table 5).
• The largest increase from 2007 to 2008 was 6 percentage points in General Mathematics, improving from 21 percent to 27 percent of students achieving the proficient level and above. The second largest increase was 5 percentage points in grade four mathematics, improving from 56 percent to 61 percent of students achieving the proficient level and above (Table 5).
• Since 2003, 241,461 more students have taken the Algebra 1 exam. (Table 6). However, between 2007 and 2008, the number of students who took the Algebra 1 exam increased by only 2,530 students, a marked decline from prior years (Table 6).
• An increase of 2,530 students taking the Algebra I test was shown between 2007 and 2008, significantly smaller than the increases in students tested in previous years (Table 6).
• There was a decrease of 19,112 students taking the General Mathematics test. (Table 6).This decrease occurred for test takers in both grade eight (9,535 fewer) and grade nine (9,577 fewer).
• The gap in achievement between Hispanic or Latino and white students decreased by 3 percentage points from 2003 to 2008 (Table 7 and Table 14).The gap between African American students and white students declined by 2 percentage points (Table 7 and Table 15).
• The results displayed in Tables 8 and 9 show that the performance of African American and Hispanic or Latino students continues to lag behind that of white students, regardless of economic status. For 2008, the percentage of not economically disadvantaged African Americans (33 percent) and the percentage of not economically disadvantaged Hispanics or Latinos (38 percent) achieving the proficient level and above are less than the percentage of economically disadvantaged whites (40 percent) achieving the proficient level and above.
• In 2007, for the first time, seventh graders were allowed to participate in the Algebra 1 assessment if enrolled in an Algebra 1 course. In 2008, these students continued to exhibit high performance, 80 percent proficient and above (Table 16).

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Science

• The greatest gains in science were seen in the percentage of students scoring at the proficient level and above on the grade five and grade eight science assessments. The percentage in grade five increased by 9 percentage points from 2007 to 2008 and by 22 percentage points between 2004 and 2008. The percentage in grade eight increased by 10 percentage points from 2007 to 2008 (Table 10).
• The percentage of students scoring at the proficient and advanced levels on the grade ten science test increased by 5 percentage points from 2007 to 2008 (Table 10).
• The science end-of-course tests had an overall increase in students achieving at the proficient level and above of 4 percentage points since last year and an increase of 6 percentage points since the exams were first administered in 2003 (Table 11).
• In 2008, gains were achieved in all end-of-course tests: physics, 8 percentage points; earth science, 3 percentage points; biology, 5 percentage points; chemistry, 1 percentage point; Integrated 1, 1 percentage point; and Integrated 2, 4 percentage points (Table 11).
• In 2008, approximately 1.1 million students in grades nine through eleven took the science end-of-course tests. Since 2003, the number of students taking the end-of-course biology test has increased by 191,048 (Table 12).

History–Social Science

• Students who scored at the proficient level and above on the grade eight history–social science test increased by 9 percentage points between 2003 and 2008 (Table 13).
• The percentage of students in grades nine, ten, and eleven who achieved the proficient level or above on the end-of-course world history test increased by
  6 percentage points between 2003 and 2008. Students who achieved the proficient level and above on the grade eleven test (U.S. History) showed an increase of 4 percentage points between 2003 and 2008 (Table 13).
• The largest single-year increase from 2007 to 2008 was for world history, which increased by 4 percentage points, from 29 to 33, for students achieving the proficient level and above (Table 13).

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Standardized Testing and Reporting (STAR)
Program California Standards Test Results, 2003-2008

English–Language Arts

Table 1: Percentages of Students Scoring at Proficient and Above*

Grade	2003	2004	2005	2006	2007	2008	Change in Percentage 2007–2008	Change in Percentage 2003–2008
2	36	35	42	47	48	48	0	12
3	33	30	31	36	37	38	1	5
4	39	39	47	49	51	55	4	16
5	36	40	43	43	44	48	4	12
6	36	36	38	41	42	47	5	11
7	36	36	43	43	46	49	3	13
8	31	33	39	41	41	45	4	14
9	38	37	43	43	47	49	2	11
10	33	35	36	37	37	41	4	8
11	32	32	36	36	37	37	0	5
State Total 2 - 11	35	35	40	42	43	46	3	11

*Data for 2003 through 2007 are final statewide results. The 2008 data are preliminary and include results for approximately 99% of the students in grades two through eleven. Complete results will be available during September 2008. Percentages included in this table may differ from the percentages printed on the Internet reports due to rounding.

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California Standards Test and California Alternate Performance Assessment Results, 2003-2008

English–Language Arts

Table 2: Percentages of Students Scoring at Proficient and Above by Subgroup*

Subgroup	2003	2004	2005	2006	2007	2008	Change in Percentage 2007-2008	Change in Percentage 2003-2008
All Students	35	36	40	42	44	46	2	11
Female	39	40	44	46	48	50	2	11
Male	31	32	36	38	40	42	2	11
African American or Black	22	23	27	29	31	33	2	11
American Indian or Alaskan Native	31	31	36	37	39	40	1	9
Asian	55	57	61	64	66	69	3	14
Filipino	48	50	55	58	60	62	2	14
Hispanic or Latino	20	21	25	27	29	32	3	12
Pacific Islander	31	31	36	39	41	43	2	12
White	53	54	58	60	62	64	2	11
Economically Disadvantaged	20	21	25	27	29	32	3	12
Not Economically Disadvantaged	49	50	57	58	60	62	2	13
Students Received Special Education Services	9	14	16	17	18	20	2	11
Students with no Reported Disability	38	38	43	45	46	49	3	11
English Only Students	44	44	49	51	52	54	2	10
Initially-Fluent English Proficient (I-FEP)	46	48	53	56	58	62	4	16
Reclassified-Fluent English Proficient (R-FEP)	40	42	48	50	51	55	4	15
English Learners	10	10	12	14	15	17	2	7

*Data for 2003 through 2007 are final statewide results. The 2008 data are preliminary and include results for approximately 99% of the students in grades two through eleven. Complete results will be available during September 2008. This table includes results from the California Alternate Performance Assessment (CAPA), and the percentages included in this table may differ from the percentages printed on the Internet reports.

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English–Language Arts

Table 3: Percentages of Economically Disadvantaged Students Scoring at Proficient and Above*

Ethnicity	2003	2004	2005	2006	2007	2008	Change in Percentage 2007-2008	Change in Percentage 2003-2008
African American or Black	16	17	21	23	24	27	3	11
American Indian or Alaskan Native	20	21	26	27	29	31	2	11
Asian	35	37	42	46	48	51	3	16
Filipino	37	39	45	48	49	52	3	15
Hispanic or Latino	16	17	21	24	26	29	3	13
Pacific Islander	21	21	26	29	30	32	2	11
White	32	32	37	39	41	43	2	11

*Data for 2003 through 2007 are final statewide results. The 2008 data are preliminary and include results for approximately 99% of the students in grades two through eleven. Complete results will be available during September 2008. These tables include results from the California Alternate Performance Assessment (CAPA), and the percentages included in these tables may differ from the percentages printed on the Internet reports.

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Table 4: Percentages of Not Economically Disadvantaged Students Scoring at Proficient and Above*

Ethnicity	2003	2004	2005	2006	2007	2008	Change in Percentage 2007-2008	Change in Percentage 2003-2008
African American or Black	31	32	36	38	40	43	3	12
American Indian or Alaskan Native	41	41	46	48	49	51	2	10
Asian	69	70	74	76	77	79	2	10
Filipino	53	55	60	62	64	67	3	14
Hispanic or Latino	32	33	38	40	42	45	3	13
Pacific Islander	40	40	45	48	50	53	3	13
White	58	59	64	66	67	69	2	11

*Data for 2003 through 2007 are final statewide results. The 2008 data are preliminary and include results for approximately 99% of the students in grades two through eleven. Complete results will be available during September 2008. These tables include results from the California Alternate Performance Assessment (CAPA), and the percentages included in these tables may differ from the percentages printed on the Internet reports.

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California Standards Test Results, 2003-2008

Mathematics

Table 5: Percentages of Students Scoring at Proficient and Above*

Grade	2003	2004	2005	2006	2007	2008	Change in Percentage 2007–2008	Change in Percentage 2003–2008
Grade 2	53	51	56	58	59	59	0	6
Grade 3	46	48	54	57	58	61	3	15
Grade 4	45	45	50	54	56	61	5	16
Grade 5	35	38	44	48	49	51	2	16
Grade 6	34	35	40	42	42	44	2	10
Grade 7	30	33	37	41	39	41	2	11
General Mathematics	20	20	22	22	21	27	6	7
Algebra I†	21	18	19	23	24	25	1	4
First time test takers					26	28	2
Repeat test takers					15	17	2
Geometry	26	24	26	26	24	24	0	-2
Algebra II	29	24	26	25	27	27	0	-2
Summative High School Math	43	41	45	46	47	47	0	4
Integrated 1	7	7	7	9	9	11	2	4
State Total Grades 2 - 7 and End-of-Course tests	35	34	38	41	41	43	2	8

*Data for 2003 through 2007 are final statewide results. The 2008 data are preliminary and include results for approximately 99% of the students in the states. Complete results will be available during September 2008. Percentages included in this table may differ from the percentages printed on the Internet reports due to rounding.

†Prior to 2007, algebra I was an end-of-course test for grades eight through eleven students. In 2007 and 2008, students in grades seven were allowed to take the algebra I test.

Note: The results for integrated 2 and 3 are not reported due to the small numbers of test-takers.

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Mathematics

Table 6: Numbers of Students Tested*

Test	2003	2004	2005	2006	2007	2008	Change in Number 2007-2008	Change in Number 2003-2008
General Mathematics	451,126	417,946	374,900	340,335	307,656	288,544	-19,112	-162,582
Algebra I	505,883	614,347	681,924	707,285	744,814	747,344	2,530	241,461
Geometry	270,560	301,112	333,334	359,926	371,118	383,703	12,585	113,143
Algebra II	162,672	181,883	196,079	213,770	231,335	239,545	8,210	76,873
Sum. High School Math	76,560	80,574	90,983	99,348	108,972	116,040	7,068	39,480
Integrated 1	14,359	9,679	8,716	6,771	7,071	8,879	1,808	-5,480
Integrated 2	9,733	7,905	6,698	4,273	3,647	4,306	659	-5,427
Integrated 3	10,043	4,424	3,558	2,223	1,661	1,488	-173	-8,555
Total	1,500,936	1,617,870	1,696,192	1,733,931	1,776,274	1,789,849	13,575	288,913

*Data for 2003 through 2007 are final statewide results. The 2008 data are preliminary and include results for approximately 99% of the students in the state. Complete results will be available during September 2008. Percentages included in this table may differ from the percentages printed on the Internet reports due to rounding.

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California Standards Test and California Alternate Performance Assessment Results, 2003-2008

Mathematics

Table 7: Percentages of Students Scoring at Proficient and Above by Subgroup*

Subgroup	2003	2004	2005	2006	2007	2008	Change in Percentage 2007-2008	Change in Percentage 2003-2008
All Students	35	34	38	41	41	43	2	8
Female	34	34	38	40	40	42	2	8
Male	35	35	39	41	41	44	3	9
African American or Black	19	19	23	25	25	28	3	9
American Indian or Alaskan Native	29	28	32	34	34	36	2	7
Asian	60	60	64	67	67	69	2	9
Filipino	44	45	50	53	53	55	2	11
Hispanic or Latino	23	23	27	30	30	33	3	10
Pacific Islander	31	31	35	38	38	40	2	9
White	47	46	51	53	53	54	1	7
Economically Disadvantaged	24	25	29	31	31	33	2	9
Not Economically Disadvantaged	45	44	49	52	52	54	2	9
Students Received Special Education Services	13	16	18	20	20	23	3	10
Students with no Reported Disability	37	36	41	43	43	45	2	8
English Only Students	39	39	43	45	45	47	2	8
Initially-Fluent English Proficient (I-FEP)	45	45	49	52	53	55	2	10
Reclassified-Fluent English Proficient (R-FEP)	37	37	41	43	42	45	3	8
English Learners	20	20	24	26	26	29	3	9

*Data for 2003 through 2007 are final statewide results. The 2008 data are preliminary and include results for approximately 99% of the students in the state. Complete results will be available during September 2008. This table includes results from the California Alternate Performance Assessment (CAPA), and the percentages included in this table may differ from the percentages printed on the Internet reports.

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Mathematics

Table 8: Percentages of Economically Disadvantaged Students Scoring at Proficient and Above*

Ethnicity	2003	2004	2005	2006	2007	2008	Change in Percentage 2007-2008	Change in Percentage 2003-2008
African American or Black	16	16	20	22	22	24	2	8
American Indian or Alaskan Native	23	23	27	29	28	30	2	7
Asian	45	46	51	53	54	56	2	11
Filipino	40	41	46	49	48	50	2	10
Hispanic or Latino	21	22	26	28	29	31	2	10
Pacific Islander	25	25	30	32	33	34	1	9
White	33	32	37	38	38	40	2	7

*Data for 2003 through 2007 are final statewide results. The 2008 data are preliminary and include results for approximately 99% of the students in the state. Complete results will be available during September 2008. These tables include results from the California Alternate Performance Assessment (CAPA), and the percentages included in these tables may differ from the percentages printed on the Internet reports.

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Table 9: Percentages of Not Economically Disadvantaged Students Scoring at Proficient and Above*

Ethnicity	2003	2004	2005	2006	2007	2008	Change in Percentage 2007-2008	Change in percentage 2003-2008
African American or Black	24	24	27	30	31	33	2	9
American Indian or Alaskan Native	35	34	38	40	40	42	2	7
Asian	71	70	73	76	76	77	1	6
Filipino	46	46	52	55	55	58	3	12
Hispanic or Latino	29	29	33	36	36	38	2	9
Pacific Islander	37	36	40	43	44	46	2	9
White	51	50	54	57	56	58	2	7

*Data for 2003 through 2007 are final statewide results. The 2008 data are preliminary and include results for approximately 99% of the students in the state. Complete results will be available during September 2008. These tables include results from the California Alternate Performance Assessment (CAPA), and the percentages included in these tables may differ from the percentages printed on the Internet reports.

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California Standards Test Results, 2004-2008

Science—Grade Level Tests

Table 10: Percentages of Students Scoring at Proficient and Above*†

Grade	2004	2005	2006	2007	2008	Change in Percentage 2007-2008	Change in Percentage 2004-2008
5	24	28	32	37	46	9	22
8	NA	NA	38	42	52	10	NA
10	NA	NA	34	35	40	5	NA
State Total 5, 8, & 10	NA	NA	35	38	46	8	NA

*The Grade Five California Science Standards Test was first administered in spring 2004. The Grade Eight California Science Standards and the Grade Ten California Life Science Standards Tests were first administered during spring 2006.

†Data for 2004 through 2007 are final statewide data. The 2008 data are preliminary and include results for approximately 99% of the students in the state. Complete results will be available during September 2008. Percentages included in this table may differ from the percentages printed on the Internet reports due to rounding.

Science—End-of-Course Tests (Grades Nine Through Eleven)

Table 11: Percentages of Students Scoring at Proficient and Above*

Test	2003	2004	2005	2006	2007	2008	Change in Percentage 2007-2008	Change in Percentage 2003-2008
Earth Science	21	22	23	23	26	29	3	8
Biology	37	30	32	35	37	42	5	5
Chemistry	31	28	27	27	31	32	1	1
Physics	29	29	31	32	35	43	8	14
Integrated 1	7	5	8	9	10	11	1	4
Integrated 2	8	8	6	5	7	11	4	3
State Total for End-of-Course Tests	29	24	27	28	31	35	4	6

*Data for 2003 through 2007 are final statewide results. The 2008 data are preliminary and include results for approximately 99% of the students in the state. Complete results will be available during September 2008. Percentages included in this table may differ from the percentages printed on the Internet reports due to rounding.

Note: The results for integrated 3 and 4 are not reported due to the small numbers of test-takers

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Science—End-of-Course (Grades Nine Through Eleven)

Table 12: Numbers of Students Tested*

Test	2003	2004	2005	2006	2007	2008	Change in Number 2007-2008	Change in Number 2003-2008
Earth Science	89,676	134,953	173,958	195,394	207,246	224,532	17,286	134,856
Biology	334,005	397,909	453,685	498,204	507,155	525,053	17,898	191,048
Chemistry	153,491	181,420	196,700	213,387	227,866	232,439	4,573	78,948
Physics	44,878	52,586	59,382	61,088	63,450	64,180	730	19,302
Integrated 1	62,008	101,824	111,366	107,068	96,818	75,998	-20,820	13,990
Integrated 2	25,983	24,654	20,629	17,407	13,822	7,790	-6,032	-18,193
Integrated 3	10,621	5,870	3,414	2,540	2,006	1,963	-43	-8,658
Integrated 4	1,515	1,601	1,040	817	960	431	-529	-1,084
Total	722,177	900,817	1,020,174	1,095,905	1,119,323	1,132,386	13,063	410,209

*Data for 2003 through 2007 are final statewide results. The 2008 data are preliminary and include results for approximately 99% of the students in the state. Complete results will be available during September 2008. Percentages included in this table may differ from the percentages printed on the Internet reports due to rounding.

History–Social Science

Table 13: Percentages of Students Scoring at Proficient and Above*

Grade	2003	2004	2005	2006	2007	2008	Change in Percentage 2007-2008	Change in Percentage 2003-2008
8	27	27	31	34	35	36	1	9
11 (U.S. History)	34	32	37	35	35	38	3	4
World History (End-of-Course)†	27	27	31	30	29	33	4	6
State Total 8, 11 Plus End-of-Course Test	29	28	33	33	33	37	4	8

*Data for 2003 through 2007 are final statewide results. The 2008 data are preliminary and include results for approximately 99% of the students in the state. Complete results will be available during September 2008. 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.

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Table 14: Achievement Gap of Hispanic or Latino Students to White Students

% Proficient & Above for ELA	2003	2004	2005	2006	2007	2008	Change in Percentage 2007-2008	Change in Percentage 2003-2008
Hispanic or Latino	20	21	25	27	29	32	3	12
White	53	54	58	60	62	64	2	11
Gap	33	33	33	33	33	32	-1	-1

 

% Proficient & Above for Math	2003	2004	2005	2006	2007	2008	Change in Percentage 2007-2008	Change in Percentage 2003-2008
Hispanic or Latino	23	23	27	30	30	33	3	10
White	47	46	51	53	53	54	1	7
Gap	24	23	24	23	23	21	-2	-3

Table 15: Achievement Gap of African American Students to White Students

% Proficient & Above for ELA	2003	2004	2005	2006	2007	2008	Change in Percentage 2007-2008	Change in Percentage 2003-2008
African American	22	23	27	29	31	33	2	11
White	53	54	58	60	62	64	2	11
Gap	31	31	31	31	31	31	0	0

 

% Proficient & Above for Math	2003	2004	2005	2006	2007	2008	Change in Percentage 2007-2008	Change in Percentage 2003-2008
African American	19	19	23	25	25	28	3	9
White	47	46	51	53	53	54	1	7
Gap	28	27	28	28	28	26	-2	-2

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2008 Algebra I Test Results

Table 16: 2008 Algebra I Results by Grade*

Grade	# Test Takers	# Proficient & Above	% Proficient & Above
7	25,573	20,369	80
8	246,587	102,791	42
9	272,353	49,154	18
10	131,415	10,976	8
11	66,108	3,586	5
State Total 7-11	742,036	186,876	25

Table 17: 2008 Algebra I Results for First-time Examinees*

Grade	# Test Takers	# Proficient & Above	% Proficient & Above
7	25,573	20,369	80
8	242,062	99,560	41
9	167,819	22,948	14
10	62,834	4,999	8
11	31,901	2,128	7
State Total 7 - 11	530,189	150,004	28

Table 18: 2008 Algebra I Results for Examinees Repeating the Assessment*

Grade	# Test Takers	# Proficient & Above	% Proficient & Above
8	4,525	3,231	71
9	104,534	26,206	25
10	68,581	5,977	9
11	34,207	1,458	4
State Total 8 - 11	211,487	36,872	17

*The 2008 data are preliminary and include results for approximately 99% of the students in grades two through eleven. Complete results will be available during September 2008. The numbers reported are based on the matched data. Therefore, percentages included in this table may differ from the percentages printed on the Internet.

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