This glossary defines key terms shown on the school, local educational agency (LEA), or state API Growth section of the 2006 Academic Performance Index (API) Growth Report, which is part of the 2005–06 Accountability Progress Reporting (APR) system. Terms described below are listed in the order in which they appear in the headings on the 2006 API Growth Report.
State legislation, the Public Schools Accountability Act (PSAA) of 1999 (Chapter 3, Statutes of 1999), established the Academic Performance Index (API), which summarizes a school's or local educational agency's (LEA) academic performance and progress on statewide assessments. The API also is used as an additional indicator for federal Adequate Yearly Progress (AYP) requirements. (An LEA is a school district or county office of education.)
The reports for the state, for LEAs, and for schools in the Alternative Schools Accountability Model (ASAM) do not currently have growth or target information.
This item is the same as the number of valid Standardized Testing and Reporting (STAR) Program scores. The number of Students Included in the API Growth is generally the number of students tested on the 2006 STAR Program tests, grades two through eleven, less mobile students who were not continuously enrolled in the school or LEA since the California Basic Educational Data System (CBEDS) data collection date. For exact details, see the "Calculation Rules" on pages 63-69 of the 2006 Academic Performance Index Growth Report Information Guide.
The 2006 API Growth summarizes an LEA's or a school's performance on the 2006 STAR Program and CAHSEE tests. The API scores are on a scale of 200 to 1000. The 2006 API Growth is based on the performance of individual students on the following tests administered in spring 2006:
- California English-Language Arts and Mathematics Standards Tests (CSTs in ELA and mathematics), grades two through eleven
- California Science Standards Test (CST in science), grades five and nine through eleven
- California History-Social Science Standards Test (CST in history-social science), grades eight, ten, and eleven
- California Alternate Performance Assessment (CAPA) in English-language arts (ELA) and mathematics for students with significant cognitive disabilities, grades two through eleven
- California Achievement Tests, Sixth Edition Survey (CAT/6 Survey), in reading, language, spelling, and mathematics, grades three and seven
- California High School Exit Examination (CAHSEE), in ELA and mathematics, grade ten (and grades eleven and twelve if the student retook either part of the CAHSEE and passed that part)
APIs also are calculated for numerically significant student subgroups at a school to ascertain whether the school meets the "comparable improvement" criterion.
The 2006 API Growth was calculated in the same manner as the 2005 API Base. For details on the calculation of the 2005 API Base, please consult the 2005 Academic Performance Index Base Report Information Guide.
The 2005 API Base score summarizes an LEA's or a school's performance on the 2005 STAR Program tests and on the CAHSEE.
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 2005 API Base and the statewide performance target of 800. For any school with a 2005 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.
The 2005–06 API Growth is calculated by subtracting the 2005 API Base from the 2006 API Growth.
Met Growth Target
This item is for school reports only. A school met its schoolwide growth target if its 2005–06 Growth is at or above its 2005–06 Growth Target. LEAs and ASAM schools do not have growth targets.
This item is for school reports only. Schools met the Comparable Improvement target if all numerically significant subgroups at the school met their API subgroup targets. The growth target for a subgroup is 80 percent of the 2005–06 schoolwide growth target in most cases. LEAs and ASAM schools do not have targets for meeting comparable improvement requirements. For a full discussion, see the section on "Subgroups."
This item is for school reports only. This item indicates whether or not the school met both its schoolwide growth target and its comparable improvement growth target (i.e., each numerically significant subgroup met its subgroup growth target).
This item is for school reports only. This item indicates whether or not the numerically significant subgroup met its growth target.
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.
This item is for school reports only. The median values for the 2006 API Growth and 2005 API Base were calculated using all 100 schools in this school's 2005 similar schools group. This comparison group was based on the following characteristics:
- Pupil mobility
- Pupil ethnicity
- Pupil socioeconomic status
- Percentage of teachers who are fully credentialed
- Percentage of teachers who hold emergency credentials
- Percentage of pupils who are English learners
- Average class size per grade level
- Whether the schools operate multitrack year-round educational programs
To derive a complete listing of the 100 similar schools for a school, click on the Median API score headings (either “2006 Growth” or “2005 Base”).
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. Information from the 2006 STAR Program or 2006 CAHSEE student answer document determines the API subgroup definitions.
Ethnic/racial subgroups include:
- African American (not of Hispanic origin)
- American Indian or Alaska Native
- Hispanic or Latino
- Pacific Islander
- White (not of Hispanic origin)
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:
- Neither of the student's parents has received a high school diploma
- The student is eligible for the free or reduced-price lunch program
The SBE also defined an "English learner" for API purposes as meeting either one of two criteria:
- English learner
- Reclassified fluent-English-proficient (RFEP) student who has not scored at the proficient level or above on the California Standards Test (CST) in English-language arts (ELA) for three years after being reclassified
A "student with disabilities" is defined as a student who receives special education services and has a valid disability code on the student answer document.
A student who is a member of the socioeconomically disadvantaged, English-learner, and/or disability 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, LEA, or the state may exceed 100. By regulation, "comparable improvement" requires that each numerically significant subgroup must meet or exceed 80 percent of the 2005–06 schoolwide growth target.
The 2005–06 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:
- 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.
- Regardless of the schoolwide API, subgroups already at or above 800 must continue to meet the statewide performance target of 800.
- 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.
- 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.