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CAHSEE Results

California High School Exit Exam Attachment to News Release #13-78.

Back to REL#13-78: CAHSEE and APR Results

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2012-13 California High School Exit Examination (CAHSEE) 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 meeting other graduation requirements.
  • The standards assessed on the CAHSEE are aligned to the 1999 English language arts and mathematics state content standards.
  • 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 (ESEA) (20 U.S.C. Sec. 7114).
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 2012, the results reported for 2013 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 2013, 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 2013 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.

  • Approximately 95.5 percent of the students from the Class of 2013 met the CAHSEE requirement by the end of their senior year.
  • Approximately 82.2 percent of the English learners (ELs) met the CAHSEE requirement by the end of their senior year.
  • Approximately 53.6 percent of the SWDs met the CAHSEE requirement by the end of their senior year.
  • Approximately 93.5 percent of the economically disadvantaged students met the CAHSEE requirement by the end of their senior year.
  • Over 90 percent of all subgroups, except ELs and SWDs, are meeting 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, 2011, 2012, and 2013. The passing rates presented in Table 2, when grade 12 students took the CAHSEE in grade 10 and grade 11, include SWDs. The grade twelve passing rates in Table 2 exclude SWDs, as SWDs are exempt from meeting the CAHSEE graduation requirement. Grade 10 students must take the CAHSEE to fulfill ESEA requirements.

  • There was an increase of 2.3 percentage points for grade ten students from the Class of 2013 who met the CAHSEE requirement on their first attempt as compared to grade ten students from the Class of 2012.
  • There was a 9.5 percentage point increase in grade ten students from the Class of 2013 met the CAHSEE requirement on their first attempt as compared to the grade ten students from the Class of 2006.
  • There was an approximate 7.4 percentage point increase in grade eleven students from the Class of 2013 who met the CAHSEE requirement as compared to grade eleven students from the Class of 2006.
  • An increase of approximately 5.1 percentage points of the grade twelve students from the Class of 2013 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, 2011, 2012, and 2013, SWDs were exempted from passing the CAHSEE as a graduation requirement and have been excluded for all subgroups except the special education subgroup.

  • Approximately 95.5 percent of students from the Class of 2013 have met the CAHSEE requirement by the end of their 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. Though White students achieved a 1.2 percentage point increase for the Classes of 2006–2013, the percentage point increase for Black or African American students is 8.1 percentage points, a seven percentage point difference. The percentage point change for Hispanic or Latino students is 8.3 or a difference of more than seven percentage points compared to white students.
  • Hispanic or Latino students in the Class of 2013 displayed an increase in passing rates when compared to other subgroups. In the Class of 2013 compared to the Class of 2012 the Hispanic or Latino students resulted in a 0.7 percentage point increase and compared to the Class of 2006 an 8.3 percentage point increase, at the same point in time of their senior year.
  • Additionally, Economically Disadvantaged students in the Class of 2013 demonstrated a 0.7 percentage point increase compared to the Class of 2012.
  • In the Class of 2013, American Indian or Alaska Native students show a percentage point decrease of 1.7 compared to the Class of 2012. Native Hawaiian or Pacific Islander show a percentage point decrease of 1.0 compared to 2012.
  • Black or African American students show a percentage point decrease of 0.1 when the Class of 2013 is compared with the Class of 2012. Black or African American students show an 8.1 percentage point increase, when comparing the Class of 2013 to the Class of 2006 at the same point in time of their senior year.
  • ELs in the Class of 2013 show a percentage point increase of 0.5 in passing rates when compared to the ELs in the Class of 2012 at the same point in time of their senior year. ELs show a percentage point increase of 6.2 when the Class of 2006 is compared to the Class of 2013. SWDs in the Class of 2013 show a decrease in passing rates of 1.9 percentage points when compared to SWDs in the Class of 2012.
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 data displayed in Tables 4 and 5 are taken from preliminary reports from DataQuest.

  • The passing rate on the ELA portion of the CAHSEE for grade ten students in the Class of 2015 was 83.2 percent, an improvement of 8.5 percentage points from the passing rate for grade ten students in the Class of 2006 (Table 4).
  • Economically disadvantaged grade ten students in the Class of 2015 compared to economically disadvantaged grade ten students in the Class of 2006 have increased passing rates of 16.6 and 17.7 percentage points in ELA and mathematics, respectively. Additionally, the change in percent for economically disadvantaged students compared to non-economically disadvantaged is approximately ten percentage points higher for the ELA and mathematics portions of the CAHSEE (Tables 4 and 5).
  • For the mathematics portion of the CAHSEE, the passing rate for the students in the Class of 2015 was 84.1 percent, a 10.4 percentage point increase over the passing percentage for grade ten students in the Class of 2006 (Table 5).
Tables 6 and 7 Findings

Tables 6 and 7 display the differences in the percentage of Hispanic or Latino and Black or African American grade ten students passing the CAHSEE compared to White students (i.e., achievement gap) from the Classes of 2006, 2007, 2008, 2009, 2010, 2011, 2012, 2013, 2014, and 2015 for ELA and mathematics. The grade ten data presented in Tables 6 and 7 includes SWDs in the passing rates. While there was a slight decrease in percentage point change in ELA and mathematics for grade 10 students in the 2014—15 comparison, the achievement gap between both Hispanic or Latino, African American and White students continues to narrow in the long term.

  • For the ELA portion of the CAHSEE, the gap between Hispanic or Latino and White students has narrowed by 12.9 percentage points from the Class of 2006 to the Class of 2015.
  •  For the mathematics portion of the CAHSEE, the gap between Hispanic or Latino and White students has narrowed by 13.4 percentage points from the Class of 2006 to the Class of 2015 (Table 6).
  • For the ELA portion of the CAHSEE, the gap between Black or African American and White students has narrowed by 7.1 percentage points from the Class of 2006 to the Class of 2015.
  • For the mathematic portion of the CAHSEE, the gap between Black or African American and White students has narrowed by 11.5 percentage points from the Class of 2006 to the Class of 2015 (Table 7).

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Table 1: Class of 2013 – Grade 10, Grade 11, and Grade 12 Estimated Cumulative Percentage Meeting the CAHSEE Requirement by Subgroup1,2,3

Demographic Subgroup

Grade 10 Class of 2013 Percent Passed4

Grade 11 Class of 2013 Percent Passed4

Grade 12 Class of 2013 Percent Passed5

All Students

73.8%

85.8%

95.5%

Females

76.6%

87.9%

96.0%

Males

71.2%

83.8%

95.1%

Black or African American

58.3%

76.0%

91.8%

American Indian or Alaska Native

67.4%

85.4%

95.5%

Asian

88.5%

93.9%

97.8%

Filipino

87.6%

94.7%

98.5%

Hispanic or Latino

66.6%

81.3%

93.8%

Native Hawaiian or Pacific Islander

73.2%

86.9%

94.2%

White

84.6%

93.0%

98.5%

Two or More Races

73.8%

76.7%

92.4%

English Learner

34.0%

56.1%

82.2%

Reclassified Fluent English

87.5%

95.9%

98.9%

Economically Disadvantaged

65.0%

80.4%

93.5%

Special Education

23.1%

38.6%

53.6%

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 or streamlined waiver process are not included in this table.

2 Students identified as grade 12 from the Classes of 2006, 2007, 2008, 2009, 2010, 2011, and 2012 are excluded from the 2013 calculation. Current grade twelve students who also tested as grade twelve students in the Classes of 2006, 2007, 2008, 2009, 2010, 2011, 2012 and 2013 are excluded from this table.

3 Students with disabilities who used modifications were excluded from these analyses.

4 Students with disabilities were included in all rows.

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

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Table 2: Classes of 2006 through 2013 – Grade 10, Grade 11, and Grade 12 Estimated Cumulative Percentage Meeting the CAHSEE Requirement1,2,3

All Students

Grade 10 Percent Passed4

Grade 11 Percent Passed4

Grade 12 Percent Passed5

Class of 2006

64.3%

78.4%

90.4%

Class of 2007

65.4%

78.7%

93.3%

Class of 2008

65.1%

78.0%

93.7%

Class of 2009

65.2%

81.9%

93.4%

Class of 2010

69.2%

82.9%

94.4%

Class of 2011

69.9%

83.9%

94.6%

Class of 2012

71.5%

84.3%

95.0%

Class of 2013

73.8%

85.8%

95.5%

Percentage Point Change  2012–2013

2.3

1.5

0.5

Percentage Point Change  2006–2013

9.5

7.4

5.1

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 or streamlined waiver process are not included in this table.

2 Cohorts for classes are determined when the 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 2013.

3 Students with disabilities who used modifications were excluded from these analyses.

4 Students with disabilities were included in all rows.

5 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, 2011, 2012, and 20131
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

Class of 20122 through May2012 Percent Passed

Class of 20132 through May 2013 Percent Passed

Percentage Point Change  2012–2013

Percentage Point Change  2006–2013

All Students

90.4%

93.3%

90.4%

90.6%

94.4%

94.2%

95.0%

95.5%

0.5

5.1

Females

90.9%

93.6%

91.8%

91.9%

94.8%

94.7%

95.5%

96.0%

0.5

5.1

Males

89.9%

92.9%

89.0%

89.3%

93.9%

93.7%

94.6%

95.1%

0.5

5.2

Black or African American

83.7%

88.4%

80.5%

81.4%

89.6%

89.6%

91.9%

91.8%

-0.1

8.1

American Indian or Alaska Native

4

4

89.2%

91.6%

95.4%

94.8%

97.2%

95.5%

-1.7

4

Asian

95.3%

96.3%

95.7%

95.3%

97.4%

97.1%

97.8%

97.8%

0.0

2.5

Filipino

4

4

4

96.3%

98.1%

97.9%

98.4%

98.5%

0.1

4

Hispanic or Latino

85.5%

88.6%

86.2%

86.6%

91.4%

91.7%

93.1%

93.8%

0.7

8.3

Native Hawaiian or Pacific Islander

4

4

4

90.7%

95.3%

93.6%

95.2%

94.2%

-1.0

4

White

97.3%

98.4%

96.0%

95.9%

98.1%

98.2%

98.6%

98.5%

-0.1

1.2

Two or More Races5

4

4

4

4

73.8%

76.4%

83.9%

92.4%

8.5

4

English Learner

76.0%

77.1%

73.5%

73.6%

81.0%

80.3%

81.7%

82.2%

0.5

6.2

Reclassified Fluent English

4

4

4

97.5%

98.5%

98.6%

98.9%

98.9%

0.0

4

Economically Disadvantaged

85.7%

88.3%

85.5%

85.6%

91.3%

91.4%

92.8%

93.5%

0.7

7.8

Special Education

47.8%

48.8%

54.5%

56.6%

53.3%

56.3%

55.5%

53.6%

-1.9

5.8

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, 2011, 2012, and 2013. 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.

5 Federally mandated demographic subgroup.

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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, 2013, 2014 and 20151

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 2013

Class of 2014

Class of 20152

Percentage Point Change 2014–2015

Percentage Point Change  2006–2015

All Students

74.7%

76.4%

77.1%

76.6%

78.8%

79.2%

80.6%

82.4%

83.0%

83.2%

0.2

8.5

Females

79.0%

81.1%

81.6%

81.2%

82.9%

83.0%

84.4%

85.9%

86.9%

86.8%

0.1

7.6

Males

70.5%

71.9%

72.7%

72.1%

74.9%

75.6%

76.9%

79.0%

79.3%

79.8%

0.5

9.3

Black or African American

62.6%

64.5%

65.8%

65.7%

68.5%

68.9%

71.1%

72.1%

73.2%

73.0%

-0.2

10.4

American Indian or Alaska Native

73.4%

73.4%

77.2%

76.1%

77.1%

77.7%

79.2%

79.4%

80.1%

79.5%

-0.6

6.1

Asian

84.7%

85.8%

86.6%

86.5%

88.4%

88.8%

90.9%

90.9%

91.6%

91.1%

-0.5

6.4

Filipino

87.2%

88.1%

89.0%

88.9%

89.8%

89.6%

91.7%

92.0%

92.4%

92.0%

-0.4

4.8

Hispanic or Latino

61.7%

65.1%

66.4%

66.2%

70.0%

70.9%

73.3%

76.4%

77.3%

77.9%

0.6

16.2

Native Hawaiian or Pacific Islander

71.2%

75.2%

75.4%

75.6%

79.1%

77.3%

79.3%

80.7%

81.9%

81.2%

-0.7

10.0

White

88.4%

89.2%

89.8%

89.4%

90.4%

90.7%

91.1%

91.5%

91.5%

91.7%

0.2

3.3

Two or More Races3

4

4

4

4

4

4

82.8%

85.3%

87.9%

87.5%

4

4

English Learner

39.2%

42.4%

38.1%

35.9%

40.2%

40.3%

41.7%

44.2%

44.5%

41.6%

-2.9

2.4

Reclassified Fluent English

86.7%

89.2%

89.3%

88.9%

91.2%

91.4%

92.5%

93.7%

93.9%

93.5%

-0.4

6.8

Economically Disadvantaged

60.0%

63.2%

64.9%

64.6%

68.5%

69.7%

72.3%

75.0%

76.1%

76.6%

0.5

16.6

Non-Economically Disadvantaged

87.2%

88.2%

88.5%

88.2%

89.5%

90.2%

91.1%

92.0%

92.4%

92.7%

0.3

5.5

Special Education

30.5%

32.8%

34.6%

33.0%

35.7%

37.2%

37.3%

39.2%

39.4%

39.6%

0.2

9.1

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 these analyses.

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

3 Federally mandated demographic subgroup.

4 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, 2013, 2014 and 20151

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 2013

Class of 2014

Class of 20152

Percentage Point Change  2014–2015

Percentage Point Change 2006–2015

All Students

73.7%

74.0%

75.5%

75.8%

78.3%

79.8%

80.7%

82.7%

83.6%

84.1%

0.5

10.4

Females

74.4%

74.6%

76.1%

76.2%

78.6%

80.1%

81.3%

83.4%

84.6%

85.1%

0.5

10.7

Males

72.9%

73.4%

75.0%

75.5%

78.0%

79.5%

80.2%

82.0%

82.6%

83.2%

0.6

10.3

Black or African American

54.4%

54.9%

57.1%

58.4%

61.9%

64.0%

66.3%

68.4%

69.3%

70.6%

1.3

16.2

American Indian or Alaska Native

69.2%

69.4%

72.9%

72.5%

75.7%

74.8%

77.8%

77.2%

79.5%

79.3%

-0.2

10.1

Asian

91.2%

91.7%

92.1%

92.7%

94.1%

94.6%

95.0%

95.7%

96.0%

96.1%

0.1

4.9

Filipino

86.9%

86.8%

88.1%

89.0%

90.1%

91.6%

92.0%

92.7%

93.5%

93.9%

0.4

7.0

Hispanic or Latino

61.0%

62.2%

65.1%

65.7%

69.6%

72.3%

73.9%

77.1%

78.3%

79.1%

0.8

18.1

Native Hawaiian or Pacific Islander

71.2%

72.6%

73.5%

75.0%

78.9%

80.1%

79.8%

82.4%

83.6%

84.1%

0.5

12.9

White

86.8%

87.0%

87.9%

88.2%

89.3%

89.9%

90.6%

90.8%

91.2%

91.5%

0.3

4.7

Two or More Races3

4

4

4

4

4

4

82.0%

83.5%

86.2%

86.4%

0.2

4

English Learner

49.2%

48.7%

47.6%

46.5%

50.2%

52.6%

52.2%

55.8%

55.9%

54.2%

-1.7

5.0

Reclassified Fluent English

82.8%

84.5%

85.3%

85.7%

88.6%

90.1%

90.8%

92.2%

92.9%

92.7%

-0.2

9.9

Economically Disadvantaged

60.6%

61.4%

64.3%

65.0%

69.0%

71.8%

73.5%

76.4%

77.6%

78.3%

0.7

17.7

Non-Economically Disadvantaged

85.1%

85.5%

86.2%

86.5%

88.1%

89.3%

90.1%

91.1%

91.7%

92.4%

0.7

7.3

Special Education

29.7%

30.3%

32.5%

32.3%

35.4%

38.1%

38.6%

40.1%

41.2%

42.3%

1.1

12.6

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 these analyses.

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

3 Federally mandated demographic subgroup.

4 Not available.

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Achievement Gap on CAHSEE

Table 6: Achievement Gap of Hispanic or Latino Grade Ten Students ELA and Mathematics Compared 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 2013

Class of 2014

Class of 20152

Percentage Point Change 2014–2015

Percentage Point Change 2006–2015

Hispanic or Latino

61.7%

65.1%

66.4%

66.2%

70.0%

70.9%

73.3%

76.4%

77.3%

77.9%

0.6

16.2

White

88.4%

89.2%

89.8%

89.4%

90.4%

90.7%

91.1%

91.5%

91.5%

91.7%

0.2

3.3

Gap

26.7

24.1

23.4

23.2

20.4

19.8

17.8

15.1

14.2

13.8

-0.4

-12.9

Mathematics

Class of 2006

Class of 2007

Class of 2008

Class of 2009

Class of 2010

Class of 2011

Class of 2012

Class of 2013

Class of 2014

Class of 20152

Percentage Point Change 2014–2015

Percentage Point Change 2006–2015

Hispanic or Latino

61.0%

62.2%

65.1%

65.7%

69.6%

72.3%

73.9%

77.1%

78.3%

79.1%

0.8

18.1

White

86.8%

87.0%

87.9%

88.2%

89.3%

89.9%

90.6%

90.8%

91.2%

91.5%

0.3

4.7

Gap

25.8

24.8

22.8

22.5

19.7

17.6

16.7

13.7

12.9

12.4

-0.5

-13.4

1 Differences may occur as a result of rounding. Students with disabilities who used modifications are excluded from these 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 Compared 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 2013

Class of 2014

Class of 20152

Percentage Point Change 2014–2015

Percentage Point Change 2006–2015

Black or African American

62.6%

64.5%

65.8%

65.7%

68.5%

68.9%

71.1%

72.1%

73.2%

73.0%

-0.2

10.4

White

88.4%

89.2%

89.8%

89.4%

90.4%

90.7%

91.1%

91.5%

91.5%

91.7%

0.2

3.3

Gap

25.8

24.7

24.0

23.7

21.9

21.8

20.0

19.4

18.3

18.7

0.4

-7.1

Mathematics

Class of 2006

Class of 2007

Class of 2008

Class of 2009

Class of 2010

Class of 2011

Class of 2012

Class of 2013

Class  of 2014

Class of 20152

Percentage Point Change 2014–2015

Percentage Point Change 2006–2015

Black or African American

54.4%

54.9%

57.1%

58.4%

61.9%

64.0%

66.3%

68.4%

69.3%

70.6%

1.3

16.2

White

86.8%

87.0%

87.9%

88.2%

89.3%

89.9%

90.6%

90.8%

91.2%

91.5%

0.3

4.7

Gap

32.4

32.1

30.8

29.8

27.4

25.9

24.3

22.4

21.9

20.9

-1.0

-11.5

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

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

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Last Reviewed: Thursday, September 10, 2015