State Schools Chief Tom Torlakson
Issues Statement on 2012 ACT® Report
SACRAMENTO—More California students than ever before are taking and performing well on a national test that assesses college and career readiness—and scoring significantly higher than the national average, State Superintendent of Public Instruction Tom Torlakson announced today.
ACT today released its annual report, The Condition of College and Career Readiness/2012. In 2012, 103,024 Californian students took the ACT, which is a curriculum-based measure of college readiness of high school seniors nationwide in English, mathematics, reading, science, and also includes an optional writing test. The number of California students taking the test rose 4,022 from 2011, and 30,698 from 2008, which represents an average annual increase of 10.6 percent over the past four years.
"College and career readiness are cornerstones of my Blueprint for Great Schools initiative," said Torlakson. "By fostering 21st century learning, we are helping ensure that our students will gain the skills and knowledge they need to thrive in our ever-changing and challenging world. Today's ACT report shows that despite drastic state budget cuts to education, California students—along with their schools and their families—have shown great resiliency in making academic improvements each year."
According to ACT, students reaching a minimum benchmark score on an ACT subject-area have a 50 percent chance of obtaining a B grade or higher, or about a 75 percent chance of obtaining a C or higher in the corresponding college course. The ACT benchmark score for English is 18; mathematics, 22; reading, 21; and science, 24. For 2012, ACT reports that:
- California students’ College Readiness Benchmarks are significantly higher overall than the national averages and in all four subject areas.
- English: 72 percent of California students who took the ACT met the benchmark, compared to 67 percent nationally.
- Mathematics: 58 percent, California; 46 percent, nationally.
- Reading: 58 percent, California; 52 percent, nationally.
- Science: 35 percent, California; 31 percent, nationally.
- About 31 percent of California high school graduates who took the ACT met all four of the ACT College Readiness Benchmarks, compared to 25 percent nationally. California’s figure is up 1 percentage point from last year, and continues a five-year upward trend. In 2008, 28 percent of California students met all four benchmarks.
ACT also reports that between 2008 and 2012:
- African American students meeting three or more of the ACT College Readiness Benchmarks rose from 16 to 20 percent.
- Hispanic students meeting three or more of the Benchmarks rose from 22 to 27 percent.
- Asian and white students meeting three or more of the Benchmarks rose from 58 to 66 percent and from 63 to 69 percent, respectively.
"I congratulate African American and Hispanic students for improved performance on the ACT exam over the past four years, but I remain concerned that these students continue to lag behind their higher achieving peers," added Torlakson. "Clearly, much more work needs to be done to help these students succeed and realize their dreams of achieving a college education."
For more information on national statistics, please visit the ACT Web site. California's disaggregated data by school for will be posted on the California Department of Education’s Postsecondary Preparation Web page when the data become available.
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Tom Torlakson — State Superintendent of Public Instruction
California High School Exit Exam Results Show Continued Growth
95 percent of Students Meet Graduation Requirement
LOS ANGELES—The percentage of students from the Class of 2012 meeting the California High School Exit Examination (CAHSEE) graduation requirement increased slightly over last year to 95 percent, marking the sixth straight year of improving performance, State Superintendent of Public Instruction Tom Torlakson announced today.
"When 95 percent of California students are hitting the mark—despite the tremendous challenges we face and the work we still have to do—there's an awful lot going right in our public schools," Torlakson said. "I congratulate the students who succeeded on this test, the teachers who provided invaluable instruction, and the parents who gave their support and encouragement."
The CAHSEE is administered each year to ensure that students who graduate from public high schools demonstrate competency in reading, writing, and mathematics. Students who do not pass the CAHSEE in grade ten have two opportunities in grade eleven and up to five opportunities in grade twelve to pass the exam.
The preliminary 2011-12 results—which are for the July, October, November, and December 2011 and the February, March, and May 2012 test administrations—show increased passing rates among most demographic subgroups of students by the end of their senior year. Some of the largest gains were made by African American and Hispanic students. Overall, about 95 percent, or 424,480 students, in the Class of 2012 successfully passed both the English-language arts (ELA) and the mathematics portions of the CAHSEE by the end of their senior year. This was an increase of 0.8 of a percentage point over the previous year (See Tables 1 and 2) and an increase of 4.6 percentage points since the Class of 2006, the first class required to pass the CAHSEE.
"While I'm happy about the progress made by the Class of 2012, I still have concerns for the Class of 2013, the Class of 2014, and all the classes that will follow," Torlakson said. "We have made solid improvement, but schools and districts are facing some unprecedented challenges right now. Overcrowded classrooms, shorter school years, and fewer teachers are in store for us unless we stop the cuts to education funding and begin restoring some of what has been cut in recent years."
Results for the exam, which is one of several state and local graduation requirements for all students, will be provided at the school, district, county, and state levels and will be posted on the CDE CAHSEE Summary Results Web page. Individual student CAHSEE results are confidential and are not included in the Internet posting.
This year's overall passing rate did not include students with disabilities as these students are currently exempt from meeting the CAHSEE requirement, except for taking the exam in grade ten to meet state and federal requirements. Many of the students, however, continue to take the exam. For the Class of 2012, the passing rate for students with disabilities was 55.5 percent compared to 56.3 percent last year and 47.8 percent for the Class of 2006 (See Table 3).
Among African Americans, 91.9 percent of the Class of 2012 passed the exam, an increase of 2.3 percentage points over the Class of 2011 and 8.2 percentage points over the Class of 2006 (See Tables 1 and 3).
Equally significant were gains made by Hispanic or Latino students of the Class of 2012, who had passing rates of 93.1 percent, an increase of 1.4 percentage points over the Class of 2011 and 7.6 points over the Class of 2006 (See Tables 1 and 3).
Asian students passed the test at a rate of 97.8 percent or 0.7 of a percentage point improvement over last year; and white students passed at a rate of 98.6 percent, or 0.4 of a percentage point increase over last year (See Table 3).
The percentage of students passing the CAHSEE in the tenth grade, which is the first opportunity they have to take the exam, has steadily increased as well. Some 83 percent of the Class of 2014 has already passed the ELA portion, compared to 82.4 percent of the Class of 2013 (See Table 4). For mathematics, the passage rate for first-time test takers in the Class of 2014 was 83.6 percent, compared to 82.7 percent of the Class of 2013 (See Table 5).
The gap between Hispanic and white students has narrowed by 12.5 percentage points from the Class of 2006 to the Class of 2014 (who were tenth graders this past school year) for the ELA portion of the CAHSEE. For the mathematics portion, the gap between Hispanic and white students has narrowed by 12.9 percentage points from the Class of 2006 to the Class of 2014 (See Table 6).
Similarly, the gap between African American and white students has narrowed by 7.5 percentage points from the Class of 2006 to the Class of 2014 in ELA. And in mathematics, the gap between African American and white students has narrowed by 10.5 percentage points from the Class of 2006 to the Class of 2014 (See Table 7).
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Attachments
Background
- In 1999, state law authorized the development of the California High School Exit Examination (CAHSEE), requiring students in California public schools to pass this test to earn a high school diploma in addition to other graduation requirements.
- The standards assessed on the CAHSEE are aligned to the 1997 state content standards.
- Current law specifies that all public high school students must take the CAHSEE for the first time in grade ten, including students with disabilities (SWDs). Students who do not pass the CAHSEE in grade ten have two opportunities in grade eleven and at least three and up to five opportunities in grade twelve to pass the examination.
- Beginning with the 2009–10 school year, SWDs were exempted from passing the CAHSEE as a graduation requirement; however SWDs must take the CAHSEE in grade ten to fulfill the requirements of the federal Elementary and Secondary Education Act (20 U.S.C. Sec. 7114).
- On July 14, 2010, the SBE determined that alternative means to the CAHSEE for eligible SWDs are feasible. On July 19, 2012, the State Board of Education (SBE) adopted regulations extending the implementation date of alternative means to January 1, 2013 and is awaiting approval of the regulations from the Office of Administrative Law. Assembly Bill 1705, would extend the date of implementation provided under California Education Code Section 60852.2 to July 1, 2015 and authorize the SBE, to extend this date up to one year.
Summary of CAHSEE Results
A summary of statewide student performance on the CAHSEE is provided below. Note that while final data are available for years 2004 through 2011, the results reported for 2012 are preliminary.
The data displayed on Tables 1, 2, and 3 are taken from reports produced by the CAHSEE independent evaluator, Human Resources Research Organization (HumRRO). In the annual report to be released in the fall 2012, HumRRO will provide additional CAHSEE results by grade.
Table 1 Findings
The results presented in Table 1 display the estimated cumulative percentage of students meeting the CAHSEE requirement for the Class of 2012 in grades ten, eleven, and twelve. (These data are taken from reports produced by HumRRO.) The passing rates presented in Table 1 for grades ten and eleven include SWDs in all demographic subgroups. The grade twelve passing rates exclude SWDs in all demographic subgroups, as SWDs are exempt from meeting the CAHSEE graduation requirement.- Approximately 95 percent of the students from the Class of 2012 met the CAHSEE requirement by the end of their senior year.
- Approximately 82 percent of the English learners (ELs) met the CAHSEE requirement by the end of their senior year.
- Almost 56 percent of the SWDs met the CAHSEE requirement by his/her senior year.
- Approximately 93 percent of the economically disadvantaged students met the CAHSEE requirement by the end of their senior year.
- Over 90 percent of all subgroups, except ELs and SWDs, are meeting the CAHSEE requirement by the end of their senior year.
Table 2 Findings
The results displayed in Table 2 show the estimated cumulative percentage of students meeting the CAHSEE requirement by grade for the Classes of 2006, 2007, 2008, 2009, 2010, 2011, and 2012. The passing rates presented in Table 2 for grades ten and eleven include SWDs. The grade twelve passing rates exclude SWDs, as SWDs are exempt from meeting the CAHSEE graduation requirement.
- Approximately 7 percentage points increase in grade ten students from the Class of 2012 met the CAHSEE requirement on their first attempt as compared to the grade ten students from the Class of 2006.
- There was an increase of 1.5 percentage points for grade ten students from the Class of 2012 who met the CAHSEE requirement on their first attempt as compared to grade ten students from the Class of 2011.
- There was an approximate 6 percentage points increase in grade eleven students from the Class of 2012 who met the CAHSEE requirement as compared to grade eleven students from the Class of 2006.
- An increase of almost 5 percentage points of the grade twelve students from the Class of 2012 met the CAHSEE requirement as compared to grade twelve students from the Class of 2006.
Table 3 Findings
Table 3 displays a point-in-time comparison of the percentage of students for each class meeting the CAHSEE requirement by May in their respective senior years. Table 3 includes SWDs in all subgroups for the Classes of 2008 and 2009. For the Classes of 2006, 2007, 2010, 2011, and 2012, SWDs were exempted from passing the CAHSEE as a graduation requirement and have been excluded for all subgroups except the special education subgroup.
- Approximately 95 percent of students from the Class of 2012 have met the CAHSEE requirement by the end of their senior year.
- The Achievement Gap for meeting the CAHSEE requirement for Black or African American and Hispanic or Latino students is narrowing when compared to White students. Though White students achieved a 1.3 percentage point increase for the Classes of 2006 and 2012, the percentage change for Black or African American students when compared to White students is 8.2 percentage points, almost a seven percentage point increase. The change for Hispanic or Latino students when compared to White students is 7.6 percentage points, more than a six percentage point increase.
- Hispanic or Latino students in the Class of 2012 display an increase in passing rates when compared to Hispanic or Latino students in the Classes of 2011 and 2006 (1.4 and 7.6 percentage points, respectively) at the same point in time of their senior year.
- Black or African American students in the Class of 2012 display one of the largest increases in passing rates when compared to other subgroups. Black or African American students show increases of 2.3 and 8.2 percentage points, respectively when compared to Black or African American students in the Classes of 2011 and 2006 at the same point in time of their senior year.
- ELs in the Class of 2012 show an increase of a 1.4 percentage point in passing rates when compared to the ELs in the Class of 2011 at the same point in time of their senior year.
- SWDs in the Class of 2012 show a decrease in passing rates of -0.8 percentage points when compared to SWDs in the Classes of 2011.
Tables 4 and 5 Findings
Tables 4 and 5 present the passing rates for grade ten students in ELA and mathematics, respectively. The grade ten passing rates presented in Tables 4 and 5 include SWDs in all subgroups.- The passing rate on the ELA portion of the CAHSEE for grade ten students in the Class of 2014 was 83.0 percent, an improvement of 8.3 percentage points from the passing rate for grade ten students in the Class of 2006. (See Table 4.)
- The Achievement Gap for the ELA portion of the CAHSEE is narrowing for Black or African American and Hispanic or Latino students when compared to White students. The change between White students from the Classes of 2006 and 2014 is 3.1 percentage points. The change for Black or African American students during the same time period is almost 3.5 times greater (10.6 percentage points) compared to White students and Hispanic or Latino students have improved over five times greater (15.6 percentage points) compared to White students. (See Table 4.)
- Improvements from the Class of 2006 to the Class of 2014 in the ELA passing rates for subgroups of grade ten students include an increase of 15.6 percentage points for Hispanic or Latino students, and 10.6 percentage points for Black or African American students. (See Table 4.)
- Economically disadvantaged grade ten students in the Class of 2014 compared to economically disadvantaged grade ten students in the Class of 2006 have increased passing rates of 16.1 and 17.0 percentage points in ELA and mathematics, respectively. Additionally, the change in percent for economically disadvantage students compared to non-economically disadvantaged is approximately ten percentage points higher for both of the ELA and mathematics portions of the CAHSEE. (See Tables 4 and 5.)
- For the mathematics portion of the CAHSEE, the passing rate for the students in the Class of 2014 was 83.6 percent, almost a 10.0 percentage point increase over the passing percentage for grade ten students in the Class of 2006. (SeeTable 5.)
- The Achievement Gap for the mathematics portion of the CAHSEE is narrowing for Black or African American and Hispanic or Latino students when compared to White students. The change between White students from the Classes of 2006 and 2014 is 4.4 percentage points. The change for Black or African American students during the same time period is almost 3.5 times greater (14.9 percentage points) compared to White students and Hispanic or Latino students have improved almost four times greater (17.3 percentage points) compared White students. (See Table 5.)
- Improvements from the Class of 2006 to the Class of 2014 in the mathematics passing rates for subgroups of grade ten students include an increase of 17.3 percentage points for Hispanic or Latino students and 14.9 percentage points for Black or African American students. (See Table 5.)
Tables 6 and 7 Findings
Tables 6 and 7 display the differences in the proportion of Hispanic or Latino and Black or African American grade ten students passing the CAHSEE compared to White students (i.e., gap) from the Classes of 2006, 2007, 2008, 2009, 2010, 2011, 2012, 2013, and 2014 for ELA and mathematics. The grade ten data presented in Tables 6 and 7 includes SWDs in the passing rates.
- For the ELA portion of the CAHSEE, the gap between Hispanic or Latino and White students has narrowed by 12.5 percentage points from the Class of 2006 to the Class of 2014. For the mathematics portion of the CAHSEE, the gap between Hispanic or Latino and White students has narrowed by 12.9 percentage points from the Class of 2006 to the Class of 2014. (See Table 6.)
- For the ELA portion of the CAHSEE, the gap between Black or African American and White students has narrowed by 7.5 percentage points from the Class of 2006 to the Class of 2014. For the mathematic portion of the CAHSEE, the gap between Black or African American and White students has narrowed by 10.5 percentage points from the Class of 2006 to the Class of 2014. (See Table 7.)
California High School Exit Examination (CAHSEE) Results
Table 1: Class of 2012 – Grade 10, Grade 11, and Grade 12 Estimated
Cumulative Percentage Meeting the CAHSEE Requirement by Subgroup1, 2, 3
Demographic Subgroup | Grade 10 Class of 2012 Percent Passed4 | Grade 11 Class of 2012 Percent Passed4 | Grade 12 Class of 2012 Percent Passed5 |
|---|---|---|---|
All Students | 71.5% | 84.3% | 95.0% |
Female | 74.2% | 86.3% | 95.5% |
Male | 68.9% | 82.4% | 94.6% |
Black or African American | 56.6% | 74.1% | 91.9% |
American Indian or Alaska Native | 68.6% | 85.7% | 97.2% |
Asian | 88.0% | 93.6% | 97.8% |
Filipino | 86.7% | 94.1% | 98.4% |
Hispanic or Latino | 62.9% | 79.0% | 93.1% |
Native Hawaiian or Pacific Islander | 70.0% | 85.2% | 95.2% |
White | 83.5% | 92.5% | 98.6% |
English Learner | 31.5% | 54.7% | 81.7% |
Reclassified Fluent English | 85.5% | 95.1% | 98.9% |
Economically Disadvantaged | 61.8% | 78.6% | 92.8% |
Special Education | 23.9% | 43.1% | 55.5% |
1 For the purposes of this table, "meeting the CAHSEE requirement" is defined as passing both the English-language arts and mathematics portions of the CAHSEE. Students who satisfied the CAHSEE requirement through the local waiver process arenot included in this table.
2 Students identified as grade 12 from the Classes of 2006, 2007, 2008, 2009, 2010, and 2011 are excluded from the 2012 calculation. Current grade twelve students who also tested as grade twelve students in the Classes of 2006, 2007, 2008, 2009, 2010, and 2011 are excluded from this table.
3 Students with disabilities who used modifications were excluded from these analyses.
4 Students with disabilities were included in all rows.
5 Students with disabilities in grade 12 were excluded from all rows except the last row due to the exemption.
Table 2: Classes of 2006 through 2012 – Grade 10, Grade 11, and Grade 12
Estimated Cumulative Percentage Meeting the CAHSEE Requirement1, 2, 3
All Students | Grade 10 Percent Passed4 | Grade 11 Percent Passed4 | Grade 12 Percent Passed5 |
|---|---|---|---|
Class of 2006 | 64.3% | 78.4% | 90.4% |
Class of 2007 | 65.4% | 78.7% | 93.3% |
Class of 2008 | 65.1% | 78.0% | 93.7% |
Class of 2009 | 65.2% | 81.9% | 93.4% |
Class of 2010 | 69.2% | 82.9% | 94.4% |
Class of 2011 | 69.9% | 83.9% | 94.2% |
Class of 2012 | 71.5% | 84.3% | 95.0% |
Change in Percentage Classes of 2011–2012 | 1.6 | 0.4 | 0.8 |
Change in Percentage Classes of 2006–2012 | 7.2 | 5.9 | 4.6 |
1 For the purposes of this table, "meeting the CAHSEE requirement" is defined as passing both the English-language arts and mathematics portions of the CAHSEE. Students who satisfied the CAHSEE requirement through the local waiver process arenot included in this table.
2 Cohorts for classes are determined when the student meets the CAHSEE requirement in grades 10 or 11, or when the student takes the CAHSEE for the first time in grade 12. The repeat or fifth-year grade 12 student's class is determined when the student took the CAHSEE the first time in grade 12 for the Classes of 2006 through 2012.
3 Students with disabilities who used modifications were excluded from these analyses.
4 Students with disabilities were included in all rows.
5 Students with disabilities in grade 12 were excluded from all of these rows.
Table 3: Estimated Cumulative Percentage of Students in the Classes
of 2006, 2007, 2008, 2009, 2010, 2011, and 20121 Meeting the CAHSEE
Requirement through the May Administration of Their Senior Year By Subgroup
Demographic Subgroup | Class of 20062through May 2006 Percent Passed | Class of 20072through May 2007 Percent Passed | Class of 20083through May 2008 Percent Passed | Class of 20093through May 2009 Percent Passed | Class of 20102through May 2010 Percent Passed | Class of 20112through May 2011 Percent Passed | Class of 20122through May 2012 Percent Passed | Change in Percentage Classes of 2011–2012 | Change in Percentage Classes of 2006–2012 |
|---|---|---|---|---|---|---|---|---|---|
All Students | 90.4% | 93.3% | 90.4% | 90.6% | 94.4% | 94.2% | 95.0% | 0.8 | 4.6 |
Female | 90.9% | 93.6% | 91.8% | 91.9% | 94.8% | 94.7% | 95.5% | 0.8 | 4.6 |
Male | 89.9% | 92.9% | 89.0% | 89.3% | 93.9% | 93.7% | 94.6% | 0.9 | 4.7 |
Black or African American | 83.7% | 88.4% | 80.5% | 81.4% | 89.6% | 89.6% | 91.9% | 2.3 | 8.2 |
American Indian or Alaska Native | --4 | --4 | 89.2% | 91.6% | 95.4% | 94.8% | 97.2% | 2.4 | --4 |
Asian | 95.3% | 96.3% | 95.7% | 95.3% | 97.4% | 97.1% | 97.8% | 0.7 | 2.5 |
Filipino | --4 | --4 | --4 | 96.3% | 98.1% | 97.9% | 98.4% | 0.5 | --4 |
Hispanic or Latino | 85.5% | 88.6% | 86.2% | 86.6% | 91.4% | 91.7% | 93.1% | 1.4 | 7.6 |
Native Hawaiian or Pacific Islander | --4 | --4 | --4 | 90.7% | 95.3% | 93.6% | 95.2% | 1.6 | --4 |
White | 97.3% | 98.4% | 96.0% | 95.9% | 98.1% | 98.2% | 98.6% | 0.4 | 1.3 |
English Learner | 76.0% | 77.1% | 73.5% | 73.6% | 81.0% | 80.3% | 81.7% | 1.4 | 5.7 |
Reclassified Fluent English | --4 | --4 | --4 | 97.5% | 98.5% | 98.6% | 98.9% | 0.3 | --4 |
Economically Disadvantaged | 85.7% | 88.3% | 85.5% | 85.6% | 91.3% | 91.4% | 92.8% | 1.4 | 7.1 |
Special Education | 47.8% | 48.8% | 54.5% | 56.6% | 53.3% | 56.3% | 55.5% | -0.8 | 7.7 |
1 A student's class (year of graduation) is determined by the local educational agency.
2 Students identified as receiving special education services were excluded from all subgroups except the special education subgroup in these columns. CAHSEE exemption was available to students with disabilities for the Classes of 2006, 2007, 2010, 2011, and 2012. These percentages do not include students with disabilities who tested with modifications or received exemptions.
3 Students identified as receiving special education services were included in all subgroups in these columns. CAHSEE exemption was not available to students with disabilities for the Classes of 2008 and 2009. These percentages do not include students with disabilities who tested with modifications.
4 Not available.
English-Language Arts
Table 4: Comparison of Passing Rates for Grade Ten Students in the
Classes of 2006, 2007, 2008, 2009, 2010, 2011, 2012, 2013, and 20141
Demographic Subgroup | Class of 2006 | Class of 2007 | Class of 2008 | Class of 2009 | Class of 2010 | Class of 2011 | Class of 2012 | Class of 2013 | Class of 20142 | Change in Percentage Classes of 2013–2014 | Change in Percentage Classes of 2006–2014 |
|---|---|---|---|---|---|---|---|---|---|---|---|
All Students | 74.7% | 76.4% | 77.1% | 76.6% | 78.8% | 79.2% | 80.6% | 82.4% | 83.0% | 0.6 | 8.3 |
Female | 79.0% | 81.1% | 81.6% | 81.2% | 82.9% | 83.0% | 84.4% | 85.9% | 86.9% | 1.0 | 7.9 |
Male | 70.5% | 71.9% | 72.7% | 72.1% | 74.9% | 75.6% | 76.9% | 79.0% | 79.3% | 0.3 | 8.8 |
Black or African American | 62.6% | 64.5% | 65.8% | 65.7% | 68.5% | 68.9% | 71.1% | 72.1% | 73.2% | 1.1 | 10.6 |
American Indian or Alaska Native | 73.4% | 73.4% | 77.2% | 76.1% | 77.1% | 77.7% | 79.2% | 79.4% | 80.1% | 0.7 | 6.7 |
Asian | 84.7% | 85.8% | 86.6% | 86.5% | 88.4% | 88.8% | 90.9% | 90.9% | 91.6% | 0.7 | 6.9 |
Filipino | 87.2% | 88.1% | 89.0% | 88.9% | 89.8% | 89.6% | 91.7% | 92.0% | 92.4% | 0.4 | 5.2 |
Hispanic or Latino | 61.7% | 65.1% | 66.4% | 66.2% | 70.0% | 70.9% | 73.3% | 76.4% | 77.3% | 0.9 | 15.6 |
Native Hawaiian or Pacific Islander | 71.2% | 75.2% | 75.4% | 75.6% | 79.1% | 77.3% | 79.3% | 80.7% | 81.9% | 1.2 | 10.7 |
White | 88.4% | 89.2% | 89.8% | 89.4% | 90.4% | 90.7% | 91.1% | 91.5% | 91.5% | 0.0 | 3.1 |
Two or More Races3 | --4 | --4 | --4 | --4 | --4 | --4 | 82.8% | 85.3% | 87.9% | 2.6 | --4 |
English Learner | 39.2% | 42.4% | 38.1% | 35.9% | 40.2% | 40.3% | 41.7% | 44.2% | 44.5% | 0.3 | 5.3 |
Reclassified Fluent English | 86.7% | 89.2% | 89.3% | 88.9% | 91.2% | 91.4% | 92.5% | 93.7% | 93.9% | 0.2 | 7.2 |
Economically Disadvantaged | 60.0% | 63.2% | 64.9% | 64.6% | 68.5% | 69.7% | 72.3% | 75.0% | 76.1% | 1.1 | 16.1 |
Non-Economically Disadvantaged | 87.2% | 88.2% | 88.5% | 88.2% | 89.5% | 90.2% | 91.1% | 92.0% | 92.4% | 0.4 | 5.2 |
Special Education | 30.5% | 32.8% | 34.6% | 33.0% | 35.7% | 37.2% | 37.3% | 39.2% | 39.4% | 0.2 | 8.9 |
1 Percent passing rates equal the number of students passing the CAHSEE divided by number of students taking the CAHSEE. Students with disabilities who used modifications are excluded from these analyses.
2 Subgroup data are preliminary; school districts have the opportunity to make demographic data corrections.
3 Federally mandated demographic subgroup.
4 Not available.
Mathematics
Table 5: Comparison of Passing Rates for Grade Ten Students in the
Classes of 2006, 2007, 2008, 2009, 2010, 2011, 2012, 2013, and 20141
Demographic Subgroup | Class of 2006 | Class of 2007 | Class of 2008 | Class of 2009 | Class of 2010 | Class of 2011 | Class of 2012 | Class of 2013 | Class of 20142 | Change in Percentage Classes of 2013–2014 | Change in Percentage Classes of 2006–2014 |
|---|---|---|---|---|---|---|---|---|---|---|---|
All Students | 73.7% | 74.0% | 75.5% | 75.8% | 78.3% | 79.8% | 80.7% | 82.7% | 83.6% | 0.9 | 9.9 |
Female | 74.4% | 74.6% | 76.1% | 76.2% | 78.6% | 80.1% | 81.3% | 83.4% | 84.6% | 1.2 | 10.2 |
Male | 72.9% | 73.4% | 75.0% | 75.5% | 78.0% | 79.5% | 80.2% | 82.0% | 82.6% | 0.6 | 9.7 |
Black or African American | 54.4% | 54.9% | 57.1% | 58.4% | 61.9% | 64.0% | 66.3% | 68.4% | 69.3% | 0.9 | 14.9 |
American Indian or Alaska Native | 69.2% | 69.4% | 72.9% | 72.5% | 75.7% | 74.8% | 77.8% | 77.2% | 79.5% | 2.3 | 10.3 |
Asian | 91.2% | 91.7% | 92.1% | 92.7% | 94.1% | 94.6% | 95.0% | 95.7% | 96.0% | 0.3 | 4.8 |
Filipino | 86.9% | 86.8% | 88.1% | 89.0% | 90.1% | 91.6% | 92.0% | 92.7% | 93.5% | 0.8 | 6.6 |
Hispanic or Latino | 61.0% | 62.2% | 65.1% | 65.7% | 69.6% | 72.3% | 73.9% | 77.1% | 78.3% | 1.2 | 17.3 |
Native Hawaiian or Pacific Islander | 71.2% | 72.6% | 73.5% | 75.0% | 78.9% | 80.1% | 79.8% | 82.4% | 83.6% | 1.2 | 12.4 |
White | 86.8% | 87.0% | 87.9% | 88.2% | 89.3% | 89.9% | 90.6% | 90.8% | 91.2% | 0.4 | 4.4 |
Two or More Races3 | --4 | --4 | --4 | --4 | --4 | --4 | 82.0% | 83.5% | 86.2% | 2.7 | --4 |
English Learner | 49.2% | 48.7% | 47.6% | 46.5% | 50.2% | 52.6% | 52.2% | 55.8% | 55.9% | 0.1 | 6.7 |
Reclassified Fluent English | 82.8% | 84.5% | 85.3% | 85.7% | 88.6% | 90.1% | 90.8% | 92.2% | 92.9% | 0.7 | 10.1 |
Economically Disadvantaged | 60.6% | 61.4% | 64.3% | 65.0% | 69.0% | 71.8% | 73.5% | 76.4% | 77.6% | 1.2 | 17.0 |
Non-Economically Disadvantaged | 85.1% | 85.5% | 86.2% | 86.5% | 88.1% | 89.3% | 90.1% | 91.1% | 91.7% | 0.6 | 6.6 |
Special Education | 29.7% | 30.3% | 32.5% | 32.3% | 35.4% | 38.1% | 38.6% | 40.1% | 41.2% | 1.1 | 11.5 |
1 Percent passing rates equal the number of students passing the CAHSEE divided by number of students taking the CAHSEE. Students with disabilities who used modifications are excluded from these analyses.
2 Subgroup data are preliminary; school districts have the opportunity to make demographic data corrections.
3 Federally mandated demographic subgroup.
4 Not available.
Achievement Gap on CAHSEE
Table 6: Achievement Gap of Hispanic or Latino Grade Ten
Students ELA and Mathematics to White Students1
ELA | Class of 2006 | Class of 2007 | Class of 2008 | Class of 2009 | Class of 2010 | Class of 2011 | Class of 2012 | Class of 2013 | Class of 20142 | Change in Percentage 2013–2014 | Change in Percentage 2006–2014 |
|---|---|---|---|---|---|---|---|---|---|---|---|
Hispanic or Latino | 61.7% | 65.1% | 66.4% | 66.2% | 70.0% | 70.9% | 73.3% | 76.4% | 77.3% | 0.9 | 15.6 |
White | 88.4% | 89.2% | 89.8% | 89.4% | 90.4% | 90.7% | 91.1% | 91.5% | 91.5% | 0.0 | 3.1 |
Gap | 26.7 | 24.1 | 23.4 | 23.2 | 20.4 | 19.8 | 17.8 | 15.1 | 14.2 | -0.9 | -12.5 |
Mathematics | Class of 2006 | Class of 2007 | Class of 2008 | Class of 2009 | Class of 2010 | Class of 2011 | Class of 2012 | Class of 2013 | Class of 20142 | Change in Percentage 2013–2014 | Change in Percentage 2006–2014 |
|---|---|---|---|---|---|---|---|---|---|---|---|
Hispanic or Latino | 61.0% | 62.2% | 65.1% | 65.7% | 69.6% | 72.3% | 73.9% | 77.1% | 78.3% | 1.2 | 17.3 |
White | 86.8% | 87.0% | 87.9% | 88.2% | 89.3% | 89.9% | 90.6% | 90.8% | 91.2% | 0.4 | 4.4 |
Gap | 25.8 | 24.8 | 22.8 | 22.5 | 19.7 | 17.6 | 16.7 | 13.7 | 12.9 | -0.8 | -12.9 |
1 Differences may occur as a result of rounding. Students with disabilities who used modifications are excluded from these analyses.
2 Subgroup data are preliminary; school districts have the opportunity to make demographic data corrections.
Achievement Gap on CAHSEE
Table 7: Achievement Gap of Black or African American Grade Ten
Students ELA and Mathematics to White Students1
ELA | Class of 2006 | Class of 2007 | Class of 2008 | Class of 2009 | Class of 2010 | Class of 2011 | Class of 2012 | Class of 2013 | Class of 20142 | Change in Percentage 2013–2014 | Change in Percentage 2006–2014 |
|---|---|---|---|---|---|---|---|---|---|---|---|
Black or African American | 62.6% | 64.5% | 65.8% | 65.7% | 68.5% | 68.9% | 71.1% | 72.1% | 73.2% | 1.1 | 10.6 |
White | 88.4% | 89.2% | 89.8% | 89.4% | 90.4% | 90.7% | 91.1% | 91.5% | 91.5% | 0.0 | 3.1 |
Gap | 25.8 | 24.7 | 24.0 | 23.7 | 21.9 | 21.8 | 20.0 | 19.4 | 18.3 | -1.1 | -7.5 |
Mathematics | Class of 2006 | Class of 2007 | Class of 2008 | Class of 2009 | Class of 2010 | Class of 2011 | Class of 2012 | Class of 2013 | Class of 20142 | Change in Percentage 2013–2014 | Change in Percentage 2006–2014 |
|---|---|---|---|---|---|---|---|---|---|---|---|
Black or African American | 54.4% | 54.9% | 57.1% | 58.4% | 61.9% | 64.0% | 66.3% | 68.4% | 69.3% | 0.9 | 14.9 |
White | 86.8% | 87.0% | 87.9% | 88.2% | 89.3% | 89.9% | 90.6% | 90.8% | 91.2% | 0.4 | 4.4 |
Gap | 32.4 | 32.1 | 30.8 | 29.8 | 27.4 | 25.9 | 24.3 | 22.4 | 21.9 | -0.5 | -10.5 |
1 Differences may occur as a result of rounding. Students with disabilities who used modifications are excluded from these analyses.
2 Subgroup data are preliminary; school districts have the opportunity to make demographic data corrections.
# # # #
Tom Torlakson — State Superintendent of Public Instruction
Communications Division, Room 5206, 916-319-0818, Fax 916-319-0100
Communications Division, Room 5206, 916-319-0818, Fax 916-319-0100
