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2013-14 School Quality Snapshot Data Definitions

The 2013-14 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 2013–14 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 Program Web page.

Academic Performance Index (API)

The API displayed on the School Quality Snapshot report is sourced from the 2013 Growth API. Below is a table that shows by each API data field why the data field would be blank. The State Board of Education (SBE) approved not to calculate the 2014 Growth and Base APIs during the transition to the California Assessment of Student Performance and Progress (CAASPP) system. The 2013 Growth API using the 2012–13 assessment results is carried over to the 2013–14 SQS.

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.

2013–14 Enrollment by Race/Ethnicity

The 2013–14 enrollment by race/ethnicity is collected on the 2013 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.

2013–14 Subgroup Enrollment

The 2013–14 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 2013–14 subgroup enrollment is the number of students enrolled in each subgroup on the 2013 Fall Census Day divided by the total number of students enrolled on the 2013 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.

Percentage of Students Redesignated to Fluent-English Proficient

The percentage of students redesignated to fluent-English Proficient is determined for each school, district and the state for the last three years. The formula for this percentage is the number of students redesignated from English learner to fluent-English proficient status divided by the prior year English learner count and then multiplied by 100. Students are redesignated according to multiple criteria, standards, and procedures adopted by the district and demonstrate an English language proficiency comparable to that of average native English speaker. These data have historically been collected as a spring census count; however, beginning in 2013–14, the collection moved to a fall census count as part of the CALPADS Fall 1 submission.

Data on students redesignated to fluent-English Proficient are available on the DataQuest Web page. Please select the school-level English Learners report. After selecting the school, please select the "Number and Percent of Students Redesignated to FEP" button.

California Standards Test (CST) Results

The CST Science results are displayed on the School Quality Snapshot report from the most recent five years of testing (2009–10 through 2013–14).

The formula for the percentage of students scoring proficient or above on the Science CSTs is the total number of students scoring proficient or advanced in all grade levels divided by the total number of students tested in grades 5, 8, and 10.

More information about the Science CSTs can be found on the CDE California Assessment of Student Performance and Progress (CAASPP) System Web page.

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

The percentage of ELs making progress in learning English is determined using results from the 2009–10 through the 2013–14 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.

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

2012–13 Percentage of Students in the Healthy Fitness Zone

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

The 2012–13 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.

2012–13 Percentage of Graduates Meeting University of California "a-g" Requirements

The 2012–13 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 2012–13 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."

Cohort 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 (DOC) document located on the DataQuest Web page.

2012–13 Suspensions and Expulsions as a Percentage of Enrolled Students

The 2012–13 suspensions and expulsions, as a percentage of enrolled students, is calculated by taking the number of 2012–13 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.

2012–13 Average SAT Score

The 2012–13 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 (2009–10 through 2013–14). 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.

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