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2004–05 API Glossary-Reports

Report section of the glossary for the 2004–05 Academic Performance Index (API) Growth Report.

This glossary section defines key terms shown on the School or LEA Report, which is a sub-report of the full 2004–05 Academic Performance Index (API) Growth Report. Terms described below are listed in the order in which they appear in the headings on the sub-report.

API reports are provided for schools and local educational agencies (LEAs). An LEA is a school district or county office of education.

STAR 2005 Percent Tested

This percentage is calculated by dividing the number of students tested, including those students who took the California Alternate Performance Assessment (CAPA), by the number of students enrolled on the first day of testing in the grades tested. The total enrollment is adjusted by subtracting the number of students exempted from testing due to parent/guardian written request. The total enrollment on the first day of testing and the number of students tested is derived from 2005 Standardized Testing and Reporting (STAR) Program student records. The percent tested is rounded down to the preceding whole number (e.g., 94.9=94).

Number of Students Included in the API Growth

This item is the same as the number of valid STAR Program scores. The Number of Students Included in the API Growth is generally the number of students tested on the 2005 STAR Program tests, grades two through eleven, less mobile students who were not continuously enrolled in the school or LEA since the CBEDS data collection date. For exact details, see the "Calculation Rules" on pages 63 through 69 of the 2004–05 Academic Performance Index Growth Report Information Guide.

API

2005 Growth

The 2005 API Growth score summarizes an LEA's or a school's performance on the 2005 STAR Program and CAHSEE tests. The API scores are on a scale of 200 to 1000. The 2005 API Growth score is based on the performance of individual students on the following tests administered in spring 2005:

In some instances, APIs are also calculated for student subgroups at a school to ascertain whether the school meets the "comparable improvement" criterion.

The 2005 API Growth was calculated in the same manner as the 2004 API Base. For details on the calculation of the 2004 API Base, please consult the 2004 Academic Performance Index Base Report: Information Guide.

2004 Base

The 2004 API Base score summarizes an LEA's or a school's performance on the 2004 STAR and CAHSEE.

2004–05 Growth Target

This item is for school reports only. A school's growth target is calculated by taking 5 percent of the difference between a school's 2004 API Base and the statewide performance target of 800. For any school with a 2004 API Base of 781 to 799, the annual growth target is one point. Any school with an API of 800 or more must maintain an API of at least 800. LEAs and schools in the Alternative Schools Accountability Model (ASAM) do not receive growth targets.

2004–05 Growth

The 2004–05 API Growth is calculated by subtracting the 2004 API Base score from the 2005 API Growth score.

Met Growth Target

Schoolwide

This item is for school reports only. A school met its schoolwide growth target if its 2004–05 Growth is at or above its 2004–05 Growth Target. LEAs and ASAM schools do not have growth targets.

Comparable Improvement (CI)

This item is for school reports only. If all numerically significant ethnic/racial and socioeconomically disadvantaged subgroups at the school demonstrated comparable improvement, the school met its Comparable Improvement growth target.  Schools met the Comparable Improvement target if all numerically significant subgroups met their API subgroup targets, which in most cases are 80 percent of the 2004–05 schoolwide growth target. LEAs and ASAM schools do not have targets for meeting comparable improvement requirements. For a full discussion, see the section on "Subgroups."

Both Schoolwide and CI

This item is for school reports only. The school met both its schoolwide growth target, and its numerically significant subgroups demonstrated comparable improvement (i.e., each numerically significant subgroup met its subgroup growth target).

Similar Schools

Statewide Rank

A school's statewide rank compares its API score to all other schools of the same school type in the state. School's API scores are ranked in deciles within school type: elementary, middle, and high. For each of the three types, schools' API scores are first sorted from lowest to highest and then divided into ten equal groups (or deciles) ranked from lowest (1) to highest (10). Each decile for each school type contains 10 percent of all schools of that type. This first process produces the statewide ranks. School districts, schools in the Alternative Schools Accountability Model (ASAM), and special education schools do not receive statewide ranks.

Similar Schools Rank

The similar schools rank indicates the decile rank of a school's API compared with the APIs of 100 other schools with similar demographic characteristics. The similar schools ranks allow schools to look at their academic performance compared to other schools with some of the same opportunities and challenges. The following demographic characteristics are used in determining similar schools ranks:

Median APIs

This item is for school reports only. The median values for the 2005 API Growth and 2004 API Base were calculated using all 100 schools in this school's 2004 similar schools group. This comparison group was based on the following characteristics:

To derive a complete listing of the 100 similar schools for a school, click on the Median API score headings (either "2005 Growth" or "2004 Base").

Subgroups

A "numerically significant subgroup" is defined as a subgroup with 100 or more students with valid STAR Program scores OR 50 or more students with valid STAR Program scores who make up at least 15 percent of the total valid STAR Program scores at the school or LEA.

Ethnic/racial subgroups include:

According to the definition adopted by the State Board of Education (SBE), the "socioeconomically disadvantaged subgroup" consists of students who meet either one of two criteria:

  1. Neither of the student's parents has received a high school diploma

    OR

  2. The student is eligible for the free or reduced-price lunch program.

Information from the 2005 STAR Program or CAHSEE student answer document determines whether a student meets either criterion.

A student who is a member of the socioeconomically disadvantaged subgroup is also a member of one of the racial/ethnic subgroups. Therefore, it is possible that the total percentage of students in all numerically significant subgroups at a school may exceed 100.

By regulation, "comparable improvement" requires that each numerically significant subgroup must meet or exceed 80 percent of the 2004–05 schoolwide growth target.

The 2004–05 subgroup target is calculated by first multiplying the schoolwide target by 0.8 and then rounding the product to the nearest whole number. There are four minor exceptions to this rule:

  1. For subgroups within schools with schoolwide APIs between 790 and 799 (i.e., approaching the statewide interim performance target of 800), the annual growth target is one point.
  2. Regardless of the schoolwide API, subgroups already at or above 800 must continue to meet the statewide performance target of 800.
  3. In schools with 2004 APIs of 800 or more, subgroups with an API of less than 800 must make growth of at least one point.
  4. In instances where 80 percent of the schoolwide target results in a subgroup target that would exceed the distance from the subgroup API to 800, the subgroup target equals the distance to 800.
Questions: Academic Accountability Team | aau@cde.ca.gov | 916-319-0863 
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