2010–11 APR Glossary-AYP ChartGlossary of terms of the Adequate Yearly Progress (AYP) Chart section of the 2011 AYP Report.
This glossary defines key terms shown on the school, local educational agency (LEA), or state AYP Chart section of the 2011 Adequate Yearly Progress Report, which is part of the 2010–11 Accountability Progress Reporting system. Terms described below are listed in the order in which they appear on this section of the AYP Report. All assessment results are based on 2010–11 assessments, except where noted. More detailed information may be found in the 2011 Adequate Yearly Progress Report Information Guide.
The federal Elementary and Secondary Education Act (ESEA) requires that California determine whether or not each public school and LEA is making 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. 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, including requirements for numerically significant groups. "No" means results for at least one or more criteria were below the 2011 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. "N/A" means the data were not available or not applicable, i.e., the school or LEA had fewer than 50 valid scores.
The participation rate for schools, LEAs, the state, and numerically significant groups 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 California Standards Tests (CSTs), grades two through eight; California Modified Assessment (CMA), grades three through eight; California Alternate Performance Assessment (CAPA), grades two through eight and ten; and California High School Exit Examination (CAHSEE), grade ten. The participation rate target is 95 percent.
Schools, LEAs, the state, and numerically significant groups must meet percent proficient targets (or AMOs) in ELA and mathematics on the assessments used in AYP calculations. The assessments used were the CSTs, grades two through eight; CMA, grades three through eight; CAPA, grades two through eight and ten; and the CAHSEE, grade ten.
The API is used to meet part of the federal AYP requirements under ESEA. A school, an LEA, or the state must have a minimum API of 710 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 2011. The federal API requirements differ from the state API requirements.
A school or an LEA with grade twelve students must meet one of three graduation rate targets to make AYP: (1) a graduation rate of at least 90.00, (2) a fixed growth target rate, or (3) a variable growth target rate. The fixed and variable growth targets are unique to each school and LEA.
"Yes" in this column means that graduation rate criteria for AYP were met. "Yes by Appeal" in this column means that the criteria were met based on an approved appeal. "No" in this column means that the criteria were not met. "N/A" means that the school or LEA (1) did not have grade twelve enrollment or dropout data in one or both years or (2) had fewer than 50 students in the graduation rate denominator in one or both years (graduates plus dropouts).
Under ESEA, not only schools, LEAs, and the state as a whole must meet AYP requirements but also numerically significant student groups within those schools, LEAs, and the state.
A student group 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 student group 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 student groups for that indicator for AYP purposes.
The student groups for AYP include:
- Race and Ethnicity groups
- Socioeconomically Disadvantaged
These are students neither of whose parents/guardians have received a high school diploma or students who are eligible for 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, CMA, or a combination of both 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 SWD subgroup.
A student who is a member of the socioeconomically disadvantaged, EL, and/or disability group is also a member of one of the race and ethnicity groups. Therefore, it is possible that the total percentage of students in all numerically significant student groups 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).
The ESEA mandates that all students perform at the proficient level or above on statewide assessments in ELA and mathematics by 2014. The 2011 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 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 groups.