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California Department of Education News Release
Release: #11-59
August 24, 2011
Contact: Pam Slater
E-mail: communications@cde.ca.gov
Phone: 916-319-0818

2010-11 California High School Exit Examination Results Released;
Achievement Gap Continues to Narrow

SACRAMENTO—Nearly 95 percent of students from the Class of 2011 met the California High School Exit Examination (CAHSEE) requirement, and tests administered over the last school year also showed improvement among the state's African American and Hispanic students, State Superintendent of Public Instruction Tom Torlakson announced today.

"It is heartening to see that our students continue to learn and achieve despite the painful toll that budget cuts are taking on our schools," Torlakson said. "The results of this year's exit examination—and the progress schools are making to close the achievement gap—are yet another sign of the remarkable commitment that teachers, school employees, and administrators have to the students of California."

The results are posted on the CDE Web site at California High School Exit Exam (CAHSEE) Results.

The 2010–11 exam results show increasing passing rates among most demographic subgroups of students by the end of their senior year. Overall, approximately 94.6 percent or 422,558 students in the Class of 2011 successfully passed both the English-language arts (ELA) and the mathematics portions of the CAHSEE by the end of their senior year (See Tables 1 and 3).

This year's overall passing rate did not include students with disabilities as these students are currently exempt from meeting the CAHSEE requirement, except for taking the exam in grade ten to meet state and federal requirements. Many of the students, however, continue to take the exam. For the Class of 2011, the passing rate for students with disabilities was 54.6 percent compared to 47.8 percent for students with disabilities from the Class of 2006 (See Table 3).

From the Class of 2011, the percentage of African American students meeting the CAHSEE requirement was 90.9 percent compared to last year's 89.6 percent; Hispanic students: 92.3 percent over last year's 91.4 percent; Asian students: 97.7 percent over 97.4 percent; and white students: 98.4 percent over 98.1 percent (See Table 3).

The gap between Hispanic and white students has narrowed by 11.6 percentage points from the Class of 2006, the first class required to meet the CAHSEE requirement to the Class of 2013 (who were tenth graders this past school year) for the ELA portion of the CAHSEE. For the mathematics portion, the gap between Hispanic and white students has narrowed by 12 percentage points from the Class of 2006 to the Class of 2013 (See Table 6).

Similarly, the gap between African American and white students has narrowed by 6.5 percentage points from the Class of 2006 to the Class of 2013 in ELA. And in mathematics, the gap between African American and white students has narrowed by 9.9 percentage points from the Class of 2006 to the Class of 2013 (See Table 7).

Comparing only Hispanic students in the Class of 2011 to the Class of 2010, there is a 0.9 percentage point increase in passage rate; while comparing the Hispanic population in the Class of 2011 to the Class of 2006, there is an increase of 6.8 percentage points in the passing rate (See Table 3).

African American students in the Class of 2011 display the largest increase in passing rates of 1.3 and 7.2 percentage points, respectively when compared to African American students in the Classes of 2010 and 2006 at the same point in time of their senior year (See Table 3).

The percentage of students passing the CAHSEE in the tenth grade, which is the first opportunity they have to take the exam, has steadily increased. Some 82.4 percent of the Class of 2013 has already passed the ELA portion, compared to 80.6 percent of the Class of 2012. As for mathematics, the passage rate for first-time test takers in the Class of 2013 was 82.7 percent, compared to 80.7 percent of the Class of 2012 (See Tables 4 and 5).

Current law specifies that 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 have two opportunities in grade eleven and at least three and up to five opportunities in grade twelve to pass the examination.

The results for 2010–11 school year are provided at the school, district, county, and state levels and cover test administrations given in July, October, November, December 2010 and February, March, May 2011.

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Attachments

California High School Exit Examination
Summary of 2010–11 Results

Background
  • In 1999, state law authorized the development of the California High School Exit Examination (CAHSEE), requiring students in California public schools to pass this test to earn a high school diploma in addition to other graduation requirements.
  • The standards assessed on the CAHSEE are aligned to the state content standards for English-language arts (ELA) and mathematics.
  • Current law specifies that all public high school students must take the CAHSEE for the first time in grade ten, including students with disabilities (SWDs). Students who do not pass the CAHSEE in grade ten have two opportunities in grade eleven and at least three and up to five opportunities in grade twelve to pass the examination.
  • Beginning with the 2009–10 school year, SWDs were exempted from passing the CAHSEE as a graduation requirement; however SWDs must take the CAHSEE in grade ten to fulfill the requirements of the federal Elementary and Secondary Education Act (20 U.S.C. Sec. 7114).
  • On July 14, 2010, the State Board of Education (SBE) determined that alternative means to the CAHSEE for eligible SWDs are feasible and on February 9, 2011, the SBE adopted permanent regulations extending the implementation date of alternative means to July 1, 2012. The exemption from meeting the CAHSEE requirement remains in place for eligible SWDs until alternative means are implemented.
Summary of CAHSEE Results

A summary of statewide student performance on the CAHSEE is provided below. Note that while final data are available for years 2004 through 2010, the results reported for 2011 are preliminary.

The data displayed on Tables 1, 2, and 3 are taken from reports produced by the CAHSEE independent evaluator, Human Resources Research Organization (HumRRO). In the annual report to be released in the fall 2011, HumRRO will provide additional CAHSEE results by grade.

Table 1 Findings

The results presented in Table 1 display the estimated cumulative percentage of students meeting the CAHSEE requirement for the Class of 2011 in grades ten, eleven, and twelve. (These data are taken from reports produced by HumRRO.) The passing rates presented in Table 1 for grades ten and eleven include SWDs in all demographic subgroups. The grade twelve passing rates exclude SWDs in all demographic subgroups, as SWDs are exempt from meeting the CAHSEE graduation requirement.

  • Nearly 95 percent of the students from the Class of 2011 met the CAHSEE requirement.
  • Almost 55 percent of the SWDs met the CAHSEE requirement by his/her senior year.
  • Approximately 82 percent of the English learners (ELs) met the CAHSEE requirement by the end of their senior year.
Table 2 Findings

The results displayed in Table 2 show the estimated cumulative percentage of students meeting the CAHSEE requirement by grade for the Classes of 2006, 2007, 2008, 2009, 2010, and 2011. The passing rates presented in Table 2 for grades ten and eleven include SWDs. The grade twelve passing rates exclude SWDs, as SWDs are exempt from meeting the CAHSEE graduation requirement.

  • Almost 6 percentage points more grade ten students from the Class of 2011 met the CAHSEE requirement on their first attempt as compared to the grade ten students from the Class of 2006.
  • Approximately 5.5 percentage points more grade eleven students from the Class of 2011 met the CAHSEE requirement as compared to grade eleven students from the Class of 2006.
  • More than 4 percentage points of the grade twelve students from the Class of 2011 met the CAHSEE requirement as compared to grade twelve students from the Class of 2006.
Table 3 Findings

Table 3 displays a point-in-time comparison of the percentage of students for each class meeting the CAHSEE requirement by May in their respective senior years. Table 3 includes SWDs in all subgroups for the Classes of 2008 and 2009. For the Classes of 2006, 2007, 2010, and 2011, SWDs were exempted from passing the CAHSEE as a graduation requirement and have been excluded for all subgroups except the special education subgroup.

  • Nearly 95 percent of students from the Class of 2011 have met the CAHSEE requirement by the end senior year.
  • The Achievement Gap for meeting the CAHSEE requirement for Black or African American and Hispanic or Latino students is narrowing when compared to White students. The percent change for Black or African American and Hispanic or Latino students from the Classes of 2006 and 2011 has improved by more than six percentage points compared to White students, 7.2, 6.8, and 1.1 respectively. (See Table 3.)
  • Hispanic or Latino students in the Class of 2011 display an increase in passing rates when compared to students in the Classes of 2010 and 2006 (0.9 and 6.8 percentage points, respectively) at the same point in time of their senior year.
  • Black or African American students in the Class of 2011 display the largest increase in passing rates of 1.3 and 7.2 percentage points, respectively when compared to students in the Classes of 2010 and 2006 at the same point in time of their senior year.
  • ELs in the Class of 2011 display an increase in passing rates of 5.7 percentage points when compared to the ELs in the Class of 2006 at the same point in time of their senior year.
  • SWDs in the Class of 2011 show an increase in passing rates of 1.3 and 6.8 percentage points, respectively when compared to SWDs in the Classes of 2010 and 2006.
Tables 4 and 5 Findings

Tables 4 and 5 present the passing rates for grade ten students in ELA and mathematics, respectively. The grade ten passing rates presented in Tables 4 and 5 include SWDs in all subgroups.

  • The passing rate on the ELA portion of the CAHSEE for grade ten students in the Class of 2013 was 82.4 percent, an improvement of 7.7 percentage points from the passing rate for grade ten students in the Class of 2006. (See Table 4.)
  • The Achievement Gap for the ELA portion of the CAHSEE is narrowing for Black or African American and Hispanic or Latino students when compared to White students. The percent change between White students from the Classes of 2006 and 2013 is 3.1 percent. The percent change for Black or African American students during the same time period is three times greater (9.6 percent) compared to White students and Hispanic or Latino students have improved almost five times greater (14.7 percent) compared to White students. (See Table 4.)
  • Improvements from the Class of 2006 to the Class of 2013 in the ELA passing rates for subgroups of grade ten students include an increase of 14.7 percentage points for Hispanic or Latino students, and 9.6 percentage points for Black or African American students. (See Table 4.)
  • Economically disadvantaged grade ten students in the Class of 2013 compared to economically disadvantaged grade ten students in the Class of 2006 have increased passing rates of 15.0 and 15.7 percentage points in ELA and mathematics, respectively. Additionally, the change in percent for economically disadvantage students compared to non-economically disadvantaged is approximately ten percentage points higher for both of the ELA and mathematics portions of the CAHSEE. (See Tables 4 and 5.)
  • For the mathematics portion of the CAHSEE, the passing rate for the students in the Class of 2013 was 82.7 percent, a 9.0 percentage point increase over the passing percentage for grade ten students in the Class of 2006. (See Table 5.)
  • The Achievement Gap for the mathematics portion of the CAHSEE is narrowing for Black or African American and Hispanic or Latino students when compared to White students. The percent change between White students from the Classes of 2006 and 2013 is 4.1 percent. The percent change for Black or African American students during the same time period is 3.5 times greater (14.0 percent) compared to White students and Hispanic or Latino students have improved almost four times greater (16.1 percent) compared White students. (See Table 5.)
  • Improvements from the Class of 2006 to the Class of 2013 in the mathematics passing rates for subgroups of grade ten students include an increase of 16.1 percentage points for Hispanic or Latino students and 14.0 percentage points for Black or African American students. (See Table 5.)
Tables 6 and 7 Findings

Tables 6 and 7 display the differences in the proportion of Hispanic or Latino and Black or African American grade ten students passing the CAHSEE compared to white students (i.e., gap) from the Classes of 2006, 2007, 2008, 2009, 2010, 2011, 2012, and 2013 for ELA and mathematics. The grade ten data presented in Tables 6 and 7 includes SWDs in the passing rates.

  • For the ELA portion of the CAHSEE, the gap between Hispanic or Latino and white students has narrowed by 11.6 percentage points from the Class of 2006 to the Class of 2013. For the mathematics portion of the CAHSEE, the gap between Hispanic or Latino and white students has narrowed by 12.0 percentage points from the Class of 2006 to the Class of 2013. (See Table 6.)
  • For the ELA portion of the CAHSEE, the gap between Black or African American and white students has narrowed by 6.5 percentage points from the Class of 2006 to the Class of 2013. For the mathematic portion of the CAHSEE, the gap between Black or African American and white students has narrowed by 9.9 percentage points from the Class of 2006 to the Class of 2013. (See Table 7.)

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California High School Exit Examination (CAHSEE) Results

Table 1: Class of 2011 – Grade 10, Grade 11, and Grade 12
Estimated Cumulative Percentage
Meeting the CAHSEE Requirement by Subgroup1,2,3

Demographic Subgroup

Grade 10 Class of 2011 Percent Passed

Grade 11 Class of 2011 Percent Passed

Grade 12 Class of 2011 Percent Passed4

All Students

69.9%

83.9%

94.6%

Female

72.4%

85.8%

95.1%

Male

67.4%

82.0%

94.2%

Black or African American

53.3%

72.1%

90.9%

American Indian or Alaska Native

64.8%

83.8%

96.6%

Asian

86.1%

93.1%

97.7%

Filipino

85.1%

94.1%

98.3%

Hispanic or Latino

60.1%

77.9%

92.3%

Native Hawaiian or Pacific Islander

68.9%

85.4%

94.5%

White

83.2%

92.2%

98.4%

Two or More Races

--5

--5

53.8%

English Learner

30.6%

55.6%

81.7%

Reclassified Fluent English

84.1%

94.7%

98.7%

Economically Disadvantaged

58.8%

77.1%

92.1%

Special Education5

21.1%

37.9%

54.6%

1 For the purposes of this table, "meeting the CAHSEE requirement" is defined as passing both the English-language arts and mathematics portions of the CAHSEE. Students who satisfied the CAHSEE requirement through the local waiver process are not included in this table.

2 Students identified as grade 12 from the Classes of 2006, 2007, 2008, 2009, and 2010 are excluded from the 2011 calculation. Current grade twelve students who also tested as grade twelve students in the Classes of 2006, 2007, 2008, 2009, and 2010 are excluded from this table.

3 Students with disabilities who used modifications are excluded from analyses.

4 Students with disabilities in grade 12 were excluded from all rows except the last row due to the exemption.

5 Not available.

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Table 2: Classes of 2006 through 2011 – Grade 10, Grade 11, and Grade 12
Estimated Cumulative Percentage
Meeting the CAHSEE Requirement1,2,3

All Students

Grade 10 Percent Passed

Grade 11 Percent Passed

Grade 12 Percent Passed4

Class of 2006

64.30%

78.40%

90.40%

Class of 2007

65.40%

78.70%

93.30%

Class of 2008

65.10%

78.00%

93.70%

Class of 2009

65.20%

81.90%

93.40%

Class of 2010

69.20%

82.90%

94.40%

Class of 2011

69.90%

83.90%

94.60%

Change in Percentage Classes of 2010–2011

0.7

1

0.2

Change in Percentage Classes of 2006–2011

5.6

5.5

4.2

1 For the purposes of this table, "meeting the CAHSEE requirement" is defined as passing both the English-language arts and mathematics portions of the CAHSEE. Students who satisfied the CAHSEE requirement through the local waiver process are not included in this table.

2 Cohorts for classes are determined when student meets the CAHSEE requirement in grades 10 or 11, or when the student takes the CAHSEE for the first time in grade 12. The repeat or fifth-year grade 12 student's class is determined when the student took the CAHSEE the first time in grade 12 for the Classes of 2006 through 2011.

3 Students with disabilities who used modifications are excluded from analyses.

4 Students with disabilities in grade 12 were excluded from all of these rows.

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Table 3: Estimated Cumulative Percentage of Students in the Classes of 2006,
2007, 2008, 2009, 2010, and 20111 Meeting the CAHSEE Requirement
through the May Administration of Their Senior Year By Subgroup

Demographic Subgroup

Class of 20062 through May2006 Percent Passed

Class of 20072 through May2007 Percent Passed

Class of 20083 through May2008 Percent Passed

Class of 20093 through May2009 Percent Passed

Class of 20102 through May2010 Percent Passed

Class of 20112 through May2011 Percent Passed

Change in Percentage Classes of 2010-2011

Change in Percentage Classes of 2006-2011

All Students

90.40%

93.30%

90.40%

90.60%

94.40%

94.60%

0.2

4.2

Females

90.90%

93.60%

91.80%

91.90%

94.80%

95.10%

0.3

4.2

Males

89.90%

92.90%

89.00%

89.30%

93.90%

94.20%

0.3

4.3

Black or African American

83.70%

88.40%

80.50%

81.40%

89.60%

90.90%

1.3

7.2

American Indian or Alaska Native

--4

--4

89.20%

91.60%

95.40%

96.60%

1.2

--4

Asian

95.30%

96.30%

95.70%

95.30%

97.40%

97.70%

0.3

2.4

Filipino

--4

--4

--4

96.30%

98.10%

98.30%

0.2

--4

Hispanic or Latino

85.50%

88.60%

86.20%

86.60%

91.40%

92.30%

0.9

6.8

Native Hawaiian or Pacific Islander

--4

--4

--4

90.70%

95.30%

94.50%

-0.8

--4

White

97.30%

98.40%

96.00%

95.90%

98.10%

98.40%

0.3

1.1

Two or More Races

--4

--4

--4

--4

--4

53.80%

--4

--4

English Learner

76.00%

77.10%

73.50%

73.60%

81.00%

81.70%

0.7

5.7

Reclassified Fluent English

--4

--4

--4

97.50%

98.50%

98.70%

0.2

--4

Economically Disadvantaged

85.70%

88.30%

85.50%

85.60%

91.30%

92.10%

0.8

6.4

Special Education

47.80%

48.80%

54.50%

56.60%

53.30%

54.60%

1.3

6.8

1 A student's class (year of graduation) is determined by the local educational agency.

2 Students identified as receiving special education services were excluded from all subgroups except the special education subgroup in these columns. CAHSEE exemption was available to students with disabilities for the Classes of 2006, 2007, 2010, and 2011. These percentages do not include students with disabilities who tested with modifications or received exemptions.

3 Students identified as receiving special education services were included in all subgroups in these columns. CAHSEE exemption was not available to students with disabilities for the Classes of 2008 and 2009. These percentages do not include students with disabilities who tested with modifications.

4 Not available.

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English-Language Arts

Table 4: Comparison of Passing Rates for Grade Ten Students in the
Classes of 2006, 2007, 2008, 2009, 2010, 2011, 2012, and 20131

Demographic Subgroup

Class of 2006

Class of 2007

Class of 2008

Class of 2009

Class of 2010

Class of 2011

Class of 2012

Class of 20132

Change in Percentage Classes of 2012-2013

Change in Percentage Classes of 2006-2013

All Students

74.7%

76.4%

77.1%

76.6%

78.8%

79.2%

80.6%

82.4%

1.8

7.7

Female

79.0%

81.1%

81.6%

81.2%

82.9%

83.0%

84.4%

85.9%

1.5

6.9

Male

70.5%

71.9%

72.7%

72.1%

74.9%

75.6%

76.9%

79.0%

2.1

8.5

Black or African American

62.6%

64.5%

65.8%

65.7%

68.5%

68.9%

71.1%

72.2%

1.1

9.6

American Indian or Alaska Native

73.4%

73.4%

77.2%

76.1%

77.1%

77.7%

79.2%

79.3%

0.1

5.9

Asian

84.7%

85.8%

86.6%

86.5%

88.4%

88.8%

90.9%

90.9%

0.0

6.2

Filipino

87.2%

88.1%

89.0%

88.9%

89.8%

89.6%

91.7%

92.0%

0.3

4.8

Hispanic or Latino

61.7%

65.1%

66.4%

66.2%

70.0%

70.9%

73.3%

76.4%

3.1

14.7

Native Hawaiian or Pacific Islander

71.2%

75.2%

75.4%

75.6%

79.1%

77.3%

79.3%

80.8%

1.5

9.6

White

88.4%

89.2%

89.8%

89.4%

90.4%

90.7%

91.1%

91.5%

0.4

3.1

Two or More Races

--3

--3

--3

--3

--3

--3

82.8%

84.7%

1.9

--3

English Learner

39.2%

42.4%

38.1%

35.9%

40.2%

40.3%

41.7%

44.2%

2.5

5.0

Reclassified Fluent English

86.7%

89.2%

89.3%

88.9%

91.2%

91.4%

92.5%

93.7%

1.2

7.0

Economically Disadvantaged

60.0%

63.2%

64.9%

64.6%

68.5%

69.7%

72.3%

75.0%

2.7

15.0

Non-Economically Disadvantaged

87.2%

88.2%

88.5%

88.2%

89.5%

90.2%

91.1%

91.9%

0.8

4.7

Special Education

30.5%

32.8%

34.6%

33.0%

35.7%

37.2%

37.3%

39.2%

1.9

8.7

1 Percent passing rates equal the number of students passing the CAHSEE divided by number of students taking the CAHSEE. Students with disabilities who used modifications are excluded from analyses.

2 Subgroup data are preliminary; school districts have the opportunity to make demographic data corrections.

3 Not available.

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Mathematics

Table 5: Comparison of Passing Rates for Grade Ten Students in the
Classes of 2006, 2007, 2008, 2009, 2010, 2011, 2012, and 20131

Demographic Subgroup

Class of 2006

Class of 2007

Class of 2008

Class of 2009

Class of 2010

Class of 2011

Class of 2012

Class of 20132

Change in Percentage Classes of 2012-2013

Change in Percentage Classes of 2006-2013

All Students

73.7%

74.0%

75.5%

75.8%

78.3%

79.8%

80.7%

82.7%

2.0

9.0

Female

74.4%

74.6%

76.1%

76.2%

78.6%

80.1%

81.3%

83.4%

2.1

9.0

Male

72.9%

73.4%

75.0%

75.5%

78.0%

79.5%

80.2%

82.0%

1.8

9.1

Black or African American

54.4%

54.9%

57.1%

58.4%

61.9%

64.0%

66.3%

68.4%

2.1

14.0

American Indian or Alaska Native

69.2%

69.4%

72.9%

72.5%

75.7%

74.8%

77.8%

77.1%

-0.7

7.9

Asian

91.2%

91.7%

92.1%

92.7%

94.1%

94.6%

95.0%

95.7%

0.7

4.5

Filipino

86.9%

86.8%

88.1%

89.0%

90.1%

91.6%

92.0%

92.7%

0.7

5.8

Hispanic or Latino

61.0%

62.2%

65.1%

65.7%

69.6%

72.3%

73.9%

77.1%

3.2

16.1

Native Hawaiian or Pacific Islander

71.2%

72.6%

73.5%

75.0%

78.9%

80.1%

79.8%

82.4%

2.6

11.2

White

86.8%

87.0%

87.9%

88.2%

89.3%

89.9%

90.6%

90.9%

0.3

4.1

Two or More Races

--3

--3

--3

--3

--3

--3

82.0%

83.0%

1.0

--3

English Learner

49.2%

48.7%

47.6%

46.5%

50.2%

52.6%

52.2%

55.8%

3.6

6.6

Reclassified Fluent English

82.8%

84.5%

85.3%

85.7%

88.6%

90.1%

90.8%

92.2%

1.4

9.4

Economically Disadvantaged

60.6%

61.4%

64.3%

65.0%

69.0%

71.8%

73.5%

76.3%

2.8

15.7

Non-Economically Disadvantaged

85.1%

85.5%

86.2%

86.5%

88.1%

89.3%

90.1%

91.1%

1.0

6.0

Special Education

29.7%

30.3%

32.5%

32.3%

35.4%

38.1%

38.6%

40.1%

1.5

10.4

1 Percent passing rates equal the number of students passing the CAHSEE divided by number of students taking the CAHSEE. Students with disabilities who used modifications are excluded from analyses.

2 Subgroup data are preliminary; school districts have the opportunity to make demographic data corrections.

3 Not available.

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Achievement Gap on CAHSEE

Table 6: Achievement Gap of Hispanic or Latino Grade Ten Students
ELA and Mathematics to White Students1

ELA

Class of 2006

Class of 2007

Class of 2008

Class of 2009

Class of 2010

Class of 2011

Class of 2012

Class of 20132

Change in Percentage 2012–2013

Change in Percentage 2006–2013

Hispanic or Latino

61.7%

65.1%

66.4%

66.2%

70.0%

70.9%

73.3%

76.4%

3.1

14.7

White

88.4%

89.2%

89.8%

89.4%

90.4%

90.7%

91.1%

91.5%

0.4

3.1

Gap

26.7

24.1

23.4

23.2

20.4

19.8

17.8

15.1

-2.7

-11.6


Mathematics

Class of 2006

Class of 2007

Class of 2008

Class of 2009

Class of 2010

Class of 2011

Class of 2012

Class of 20132

Change in Percentage 2012–2013

Change in Percentage 2006–2013

Hispanic or Latino

61.0%

62.2%

65.1%

65.7%

69.6%

72.3%

73.9%

77.1%

3.2

16.1

White

86.8%

87.0%

87.9%

88.2%

89.3%

89.9%

90.6%

90.9%

0.3

4.1

Gap

25.8

24.8

22.8

22.5

19.7

17.6

16.7

13.8

-2.9

-12.0

1 Differences may occur as a result of rounding. Students with disabilities who used modifications are excluded from analyses.

2 Subgroup data are preliminary; school districts have the opportunity to make demographic data corrections.

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Achievement Gap on CAHSEE

Table 7: Achievement Gap of Black or African American Grade Ten Students
ELA and Mathematics to White Students1

ELA

Class of 2006

Class of 2007

Class of 2008

Class of 2009

Class of 2010

Class of 2011

Class of 2012

Class of 20132

Change in Percentage 2012–2013

Change in Percentage 2006–2013

Black or African American

62.6%

64.5%

65.8%

65.7%

68.5%

68.9%

71.1%

72.2%

1.1

9.6

White

88.4%

89.2%

89.8%

89.4%

90.4%

90.7%

91.1%

91.5%

0.4

3.1

Gap

25.8

24.7

24.0

23.7

21.9

21.8

20.0

19.3

-0.7

-6.5


Mathematics

Class of 2006

Class of 2007

Class of 2008

Class of 2009

Class of 2010

Class of 2011

Class of 2012

Class of 20132

Change in Percentage 2012–2013

Change in Percentage 2006–2013

Black or African American

54.4%

54.9%

57.1%

58.4%

61.9%

64.0%

66.3%

68.4%

2.1

14.0

White

86.8%

87.0%

87.9%

88.2%

89.3%

89.9%

90.6%

90.9%

0.3

4.1

Gap

32.4

32.1

30.8

29.8

27.5

25.9

24.3

22.5

-1.8

-9.9

1 Differences may occur as a result of rounding. Students with disabilities who used modifications are excluded from analyses.

2 Subgroup data are preliminary; school districts have the opportunity to make demographic data corrections.

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# # # #

Tom Torlakson — State Superintendent of Public Instruction
Communications Division, Room 5206, 916-319-0818, Fax 916-319-0100

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