2008–09 APR Glossary-AYP ChartGlossary of terms for the AYP Chart section of the 2009 AYP Report.
This glossary defines key terms shown on the school, local educational agency, or state AYP Chart section fo the 2009 Adequate Yearly Progress Report, which is part of the 2008–09 Accountability Progress Reporting system. Terms described below are listed in the order in which they appear on this section of the 2009 AYP Report. More detailed information may be found in the 2009 Adequate Yearly Progress Report Information Guide.
Federal Accountability: Adequate Yearly Progress
The federal No Child Left Behind (NCLB) Act of 2001 requires that California determine whether or not each public school and local educational agency (LEA) is making Adequate Yearly Progress (AYP). (An LEA is a school district or county office of education.)
This item indicates whether a school, an LEA, or the state made AYP for 2009. The possible values are "Yes" or "No." The report displays a "Yes" only if the school, LEA, or state met all of its AYP criteria for 2009, including requirements for numerically significant subgroups. "No" means results for at least one or more criteria were below the 2009 targets.
AYP criteria encompass four areas: participation rate, percent proficient (also referred to as Annual Measurable Objectives or AMOs), API as an additional indicator for AYP, and graduation rate. Each of these four areas has specific requirements. Participation rate and percent proficient criteria must be met in both English-language arts (ELA) and in mathematics.
"Yes" in a column means that all criteria for the area were met. "No" in a column means one or more criteria for the area were not met. "Yes by Appeal" in a column means the school or LEA met the criteria based on approval of its appeal. If Graduation Rate shows "N/A," it means the school or LEA did not have students enrolled in grades nine through twelve.
The participation rate for schools, LEAs, the state, and numerically significant subgroups is the rate at which students participated in the assessments used to determine the percentage of students at or above the proficient level in ELA and mathematics. The assessments used were the 2009 California Standards Tests (CSTs), grades two through eight; 2009 California Modified Assessment (CMA), grades three through five; 2009 California Alternate Performance Assessment (CAPA), grades two through eight and ten; and 2009 California High School Exit Examination (CAHSEE), grade ten. The participation rate target is 95 percent.
Schools, LEAs, the state, and numerically significant subgroups must meet percent proficient targets (or AMOs) in ELA and mathematics on the assessments used in AYP calculations. The assessments used were the 2009 CSTs, grades two through eight; 2009 CMA, grades three through five; 2009 CAPA, grades two through eight and ten; and the 2009 CAHSEE, grade ten.
The API is used to meet part of the federal AYP requirements under NCLB. A school, an LEA, or the state must have a minimum API of 650 or have at least one point growth in the API in addition to meeting the other federal AYP targets (participation rate, percent proficient, and graduation rate) in order to make AYP for 2009. The federal API requirements differ from the state API requirements.
This graduation rate calculation corresponds to the National Center for Educational Statistics (NCES) four-year completion rate. This rate includes information on high school graduates and high school dropouts aggregated over a four-year period. To meet the 2009 graduation rate criteria for AYP, a school, an LEA, or the state must have a graduation rate of at least 83.1 percent, or improvement in the graduation rate of at least 0.1 from the previous year, or improvement in the graduation rate of at least 0.2 in the average two-year rate. Graduation rates are calculated and displayed on the 2009 AYP Report with as few as one student in grades nine through twelve.
Under NCLB, not only schools, LEAs, and the state as a whole must meet AYP requirements but also numerically significant subgroups within those schools, LEAs, and the state.
A subgroup is defined as numerically significant for participation rate if it has 100 or more students enrolled or 50 or more students enrolled who make up at least 15 percent of the total enrollment.
A subgroup is defined as numerically significant for percent proficient if it has 100 or more students with valid scores or 50 or more students with valid scores who make up at least 15 percent of the total valid scores.
A school or an LEA with fewer than 100 students enrolled on the first day of testing or fewer than 100 valid scores has no numerically significant subgroups for that indicator for AYP purposes.
The subgroups for AYP include:
- Ethnic/racial Subgroups
- Socioeconomically Disadvantaged
These are students neither of whose parents/guardians have received a high school diploma or students who participate in the free or reduced-price lunch program.
- English Learners
These include student records marked as ELs as well as those marked as reclassified fluent-English-proficient who have not scored proficient or above on the CST in ELA for three times after being reclassified.
- Students with Disabilities
These are students who receive special education services and have a valid disability code or students who were previously identified as special education but who are no longer receiving special education services for two years after exiting special education. These students are not counted in determining numerical significance of the Students with Disabilities subgroup.
A student who is a member of the socioeconomically disadvantaged, EL, and/or disability subgroup is also a member of one of the ethnic/racial subgroups. Therefore, it is possible that the total percentage of students in all numerically significant subgroups at a school may exceed 100.
This rate is calculated as the number of students at or above proficient divided by the number of valid scores for a content area (ELA or mathematics).
NCLB mandates that all students perform at the proficient level or above on statewide assessments in ELA and mathematics by 2014. The 2009 percent proficient targets, also referred to as AMOs, are the minimum percentages of students who are required to meet or exceed the proficient level on the 2009 statewide assessments used for AYP. These targets apply to all schools of the same type (elementary, middle, or high school), to all LEAs of the same type (elementary, unified, or high school district), to the state, and to all numerically significant subgroups.