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2012-13 School Quality Snapshot Data Definitions

The 2012-13 School Quality Snapshot (SQS) report provides various stakeholders with a comparative report of school, district and state information on a variety of topics including accountability, demographics and assessment results.

Overview

The 2012–13 School Quality Snapshot (SQS) report graphically displays comparative school, local educational agency (LEA), and state data for various accountability, demographics, and school climate indicators. The SQS is designed for parents, district and school leadership, and community members to easily view multiple years of school data in a format that is easy to understand.

This document provides details about each of the charts and tables in the SQS including data sources, calculation methodologies, and where to find more information about each topic. As new data are available charts will be updated. Due to privacy concerns, data are not displayed in any of the tables or charts where there are fewer than 11 students in the denominator of any rate or percentage in a particular subject matter.

The SQS reports can be found on the CDE School Quality Snapshot Web page.

Which schools receive an SQS?

An SQS is generated for all California public schools except for:

School Awards Information

Award information is displayed in the header of the School Quality Snapshot report for schools that received a:

More information about any of these school recognition programs, including the awarded schools, can be found on the CDE School/Teacher Recognition Web page.

Academic Performance Index (API)

The API displayed on the School Quality Snapshot report is sourced from the 2012 Base and 2013 Growth API. Below is a table that shows by each API data field why the data field would be blank.

API Data Field

Meaning of Blank Data field

Similar Schools Rank

  • Invalid data
  • Alternative Schools Accountability Model (ASAM) School
  • Special Education School
  • Schools with SCI changed because of data change, but similar school ranks not changed
  • Schools whose SCI changed and their Similar School Ranks also changed
  • The school had less than 100 valid test scores, therefore it does not receive an SCI score

State Rank

  • Invalid data
  • Alternative Schools Accountability Model (ASAM) School
  • Special Education School

Growth

  • School does not have a valid API base and no growth API or Target
  • School had significant demographic changes
  • Special Education School

Subgroup Growth

  • School does not have a valid API base and no growth API or Target
  • School had significant demographic changes
  • Special Education School

More information on the API can be obtained on the CDE API Web page.

2012–13 Enrollment by Race/Ethnicity

The 2012–13 enrollment by race/ethnicity is collected on the 2012 Fall Census Day for each school. These percentages are calculated by dividing the number of students in each race/ethnicity category by the total school enrollment.

These data are sourced from the California Longitudinal Pupil Achievement Data System (CALPADS) and are available on the DataQuest Web page. To obtain the enrollment data from the DataQuest Web page, please select the school-level enrollment report.

2012–13 Subgroup Enrollment

The 2012–13 subgroup enrollment is the percentage of enrolled students who are English learners, socioeconomically disadvantaged, or students with disabilities for each school. The formula for the 2012–13 subgroup enrollment is the number of students enrolled in each subgroup on the 2012 Fall Census Day divided by the total number of students enrolled on the 2012 Fall Census Day.

These data are sourced from the CALPADS and are available on the DataQuest Web page. To obtain the enrollment data from the DataQuest Web page, please select the school-level enrollment report.

Average Class Size

Average class size is a ratio of the number of full-time equivalent (FTE) teachers in the school, LEA, or state to the number of students enrolled in the school, LEA, or state. The student enrollment counts are sourced from the CALPADS. Data on student enrollment and full-time equivalent teachers is available on the DataQuest Web page. To obtain student enrollment and full-time equivalent teachers, please select the school-level create your own report option. On the "create your own report" page, please select the "FTE teachers" box and "student enrollment" box.

Average class size is calculated for each school, district, and state for the last five years by dividing FTE teachers by student enrollment. The Average class size chart displays average class sizes up to 40 students. Any average class size of 40 or larger will have the data point reported as 40.

The number of FTE teachers is sourced from the Professional Assignment Information Form (PAIF) for 2007–08, 2008–09, and 2009–10 school years. More information about the PAIF can be found on the CDE Historical CBEDS Forms and Manuals Web page. For the 2010–11, 2011–12 and 2012–13 school years, the number of FTE teachers is sourced from CALPADS. More information about CALPADS is available on the CDE CALPADS Web page.

California Standards Test (CST) Results

The following CST subject areas are displayed on the School Quality Snapshot report from the most recent five years of testing (2008–09 through 2012–13):

The formula for the percentage of students scoring proficient or above in a subject area of the CST is the total number of students scoring proficient or advanced in all grade levels on a subject area of the CST divided by the total number of students tested in all grade levels on that same subject area on the CST.

More information about the CSTs can be found on the CDE STAR Web page.

Percentage of English Learners (ELs) Making Progress in Learning English

Note: Charts containing English Learner data will be updated when the data become available.

The percentage of ELs making progress in learning English is determined using results from the California English Language Development Test (CELDT). A student is considered making progress in learning English when he or she improves at least one overall performance level on the CELDT or maintains an Advanced or Early Advanced performance level on the CELDT. The percentage is calculated by taking the number of students making progress in learning English on CELDT at the school, LEA or state level divided by the total number of all students that were tested in a given year and have a prior CELDT test score at the school, LEA, or state level. This percentage is similar to the Title III Annual Measurable Achievement Objective 1.

Only three years of data is displayed for the percentage of ELs making progress in learning English because of a change in data reporting between the 2008–09 school year and the 2009–10 school year.   

More information about the Title III Accountability Program can be found on the CDE Title III Accountability Web page.

2011–12 Percentage of Students in the Healthy Fitness Zone

Note: Charts containing Physical Fitness Testing data will be updated when the data become available.

The 2011–12 percentage of students in the Healthy Fitness Zone is determined using the following formula for each of the six fitness standards (i.e., abdominal strength, aerobic capacity, body composition, flexibility, trunk extension strength, and upper body strength) in the Physical Fitness Test (PFT).

The total number of students in grades five, seven and nine who scored in the Healthy Fitness Zone for a certain fitness standard divided by the number of students tested in that fitness standard on the PFT.

More information about the PFT and the data used to produce this chart can be found on the CDE PFT Web page.

2011–12 Percentage of Graduates Meeting University of California "a-g" Requirements

The 2011–12 percentage of graduates meeting University of California "a-g" requirements is the total number of graduates who completed all course requirements for entry into the UC and/or CSU with a grade "C" or better divided by the total number of graduates in the 2011–12 school year.

The data used to determine graduates meeting University of California "a-g" requirements is sourced from the CALPADS and is available on the DataQuest Web page. To obtain the number of graduates meeting University of California "a-g" requirements, please select the school-level "create your own report" and select "graduates" and "Grads Completing UC/CSU Classes".

Graduation Rate

The cohort graduation rate follows the same class of students for four years beginning from the first time they are in grade 9. Specifically, the cohort graduation rate is the number of cohort members who earn a regular high school diploma by the end of year 4 in the cohort divided by the number of first-time grade 9 students in year 1 (starting cohort) plus students who transfer in minus students who transfer out, emigrate, or die during school years 1, 2, 3, and 4.

Statewide student identifier (SSID) data from the CALPADS are used to calculate the cohort graduation rate. The cohort graduation rate data are available on the DataQuest Web page. To obtain the graduation data from the DataQuest Web page, please select the school-level graduates report.

Please note that county-run schools and schools designated for the Alternative Schools Accountability Model (ASAM) do not receive their own graduation rate. Instead, these schools receive the county-wide average and the district-wide average, respectively. More information about the calculation methodology for the cohort graduation rate can be found in the Four-Year Cohort Outcome Data Processing document (DOC).

2011–12 Suspensions and Expulsions as a Percentage of Enrolled Students

The 2011–12 suspensions and expulsions, as a percentage of enrolled students, is calculated by taking the number of 2011–12 suspensions and expulsions divided by the total number of enrolled students at the time of the Fall Census Day. Because the student enrollment data is a point-in-time count on the first Wednesday in October and the annual count of suspensions and expulsions data is an aggregate count over the course of a school year, schools with lower enrollment on the Fall Census Day than suspensions or expulsions may indicate a rate greater than one hundred percent. Any school or LEA with a rate greater than 40 percent will be shown at the 40 percent level.

The source of the student suspension and expulsion counts is the Advance Data Collection for the Uniform Management Information Reporting System (UMIRS) for the Consolidated Application (ConApp), Part I. These data are available on the DataQuest Web page.

2011–12 Average SAT Score

The 2011–12 average SAT score is the sum of the students’ writing, critical reading, and mathematics SAT scores at the school, LEA, or state level divided by the number of students tested on the SAT.

For more information about the average SAT score or to obtain the data used to populate this chart, please visit the CDE SAT Web page.

California High School Exit Exam (CAHSEE) Results

The School Quality Snapshot report contains mathematics and ELA grade ten passing rates using CAHSEE results data from the most recent five years of testing (2008–09 through 2012–13). The formula for the percentage of grade ten passing rates is the total number of grade ten students obtaining a passing score in a subject area of the CAHSEE across all administrations divided by the total number of students tested in grade ten in that same subject area of the CAHSEE.

For downloadable data and more information about the CASHEE test results, please visit the CDE CAHSEE Web page.  

Contact Information 

For more information about the School Quality Snapshot please contact the Evaluation, Research, and Analysis Unit at 916-322-3245 or by e-mail at evaluation@cde.ca.gov.

Questions: Data Visualization and Reporting Office | DVRO@cde.ca.gov | 916-322-3245 
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