CAHSEE Results for 2010-11 - Year 2011 (CA Dept of Education)

CAHSEE Results for 2010-11 - Year 2011 (CA Dept of Education):

2010-11 California High School Exit Examination Results Released;
Achievement Gap Continues to Narrow

SACRAMENTO — Nearly 95 percent of students from the Class of 2011 met the California High School Exit Examination (CAHSEE) requirement, and tests administered over the last school year also showed improvement among the state's African American and Hispanic students, State Superintendent of Public Instruction Tom Torlakson announced today.

"It is heartening to see that our students continue to learn and achieve despite the painful toll that budget cuts are taking on our schools," Torlakson said. "The results of this year's exit examination—and the progress schools are making to close the achievement gap—are yet another sign of the remarkable commitment that teachers, school employees, and administrators have to the students of California."

The results are posted on the CDE Web site at California High School Exit Exam (CAHSEE) Results.

The 2010–11 exam results show increasing passing rates among most demographic subgroups of students by the end of their senior year. Overall, approximately 94.6 percent or 422,558 students in the Class of 2011 successfully passed both the English-language arts (ELA) and the mathematics portions of the CAHSEE by the end of their senior year (See Tables 1 and 3).

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 2011, the passing rate for students with disabilities was 54.6 percent compared to 47.8 percent for students with disabilities from the Class of 2006 (See Table 3).

From the Class of 2011, the percentage of African American students meeting the CAHSEE requirement was 90.9 percent compared to last year's 89.6 percent; Hispanic students: 92.3 percent over last year's 91.4 percent; Asian students: 97.7 percent over 97.4 percent; and white students: 98.4 percent over 98.1 percent (See Table 3).

The gap between Hispanic and white students has narrowed by 11.6 percentage points from the Class of 2006, the first class required to meet the CAHSEE requirement to the Class of 2013 (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 percentage points from the Class of 2006 to the Class of 2013 (See Table 6).

Similarly, the gap between African American and white students has narrowed by 6.5 percentage points from the Class of 2006 to the Class of 2013 in ELA. And in mathematics, the gap between African American and white students has narrowed by 9.9 percentage points from the Class of 2006 to the Class of 2013 (See Table 7).

Comparing only Hispanic students in the Class of 2011 to the Class of 2010, there is a 0.9 percentage point increase in passage rate; while comparing the Hispanic population in the Class of 2011 to the Class of 2006, there is an increase of 6.8 percentage points in the passing rate (See Table 3).

African American students in the Class of 2011 display the largest increase in passing rates of 1.3 and 7.2 percentage points, respectively when compared to African American students in the Classes of 2010 and 2006 at the same point in time of their senior 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. Some 82.4 percent of the Class of 2013 has already passed the ELA portion, compared to 80.6 percent of the Class of 2012. As for mathematics, the passage rate for first-time test takers in the Class of 2013 was 82.7 percent, compared to 80.7 percent of the Class of 2012 (See Tables 4 and 5).

Current law specifies that all public high school students must take the CAHSEE for the first time in grade ten. 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.

The results for 2010–11 school year are provided at the school, district, county, and state levels and cover test administrations given in July, October, November, December 2010 and February, March, May 2011.

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Attachments

California High School Exit Examination

Summary of 2010–11 Results

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 state content standards for English-language arts (ELA) and mathematics.
• 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 State Board of Education (SBE) determined that alternative means to the CAHSEE for eligible SWDs are feasible and on February 9, 2011, the SBE adopted permanent regulations extending the implementation date of alternative means to July 1, 2012. The exemption from meeting the CAHSEE requirement remains in place for eligible SWDs until alternative means are implemented.

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 2010, the results reported for 2011 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 2011, 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 2011 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.

• Nearly 95 percent of the students from the Class of 2011 met the CAHSEE requirement.
• Almost 55 percent of the SWDs met the CAHSEE requirement by his/her senior year.
• Approximately 82 percent of the English learners (ELs) met 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, and 2011. 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.

• Almost 6 percentage points more grade ten students from the Class of 2011 met the CAHSEE requirement on their first attempt as compared to the grade ten students from the Class of 2006.
• Approximately 5.5 percentage points more grade eleven students from the Class of 2011 met the CAHSEE requirement as compared to grade eleven students from the Class of 2006.
• More than 4 percentage points of the grade twelve students from the Class of 2011 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, and 2011, SWDs were exempted from passing the CAHSEE as a graduation requirement and have been excluded for all subgroups except the special education subgroup.

• Nearly 95 percent of students from the Class of 2011 have met the CAHSEE requirement by the end 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. The percent change for Black or African American and Hispanic or Latino students from the Classes of 2006 and 2011 has improved by more than six percentage points compared to White students, 7.2, 6.8, and 1.1 respectively. (See Table 3.)
• Hispanic or Latino students in the Class of 2011 display an increase in passing rates when compared to students in the Classes of 2010 and 2006 (0.9 and 6.8 percentage points, respectively) at the same point in time of their senior year.
• Black or African American students in the Class of 2011 display the largest increase in passing rates of 1.3 and 7.2 percentage points, respectively when compared to students in the Classes of 2010 and 2006 at the same point in time of their senior year.
• ELs in the Class of 2011 display an increase in passing rates of 5.7 percentage points when compared to the ELs in the Class of 2006 at the same point in time of their senior year.
• SWDs in the Class of 2011 show an increase in passing rates of 1.3 and 6.8 percentage points, respectively when compared to SWDs in the Classes of 2010 and 2006.

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 2013 was 82.4 percent, an improvement of 7.7 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 percent change between White students from the Classes of 2006 and 2013 is 3.1 percent. The percent change for Black or African American students during the same time period is three times greater (9.6 percent) compared to White students and Hispanic or Latino students have improved almost five times greater (14.7 percent) compared to White students. (See Table 4.)
• Improvements from the Class of 2006 to the Class of 2013 in the ELA passing rates for subgroups of grade ten students include an increase of 14.7 percentage points for Hispanic or Latino students, and 9.6 percentage points for Black or African American students. (See Table 4.)
• Economically disadvantaged grade ten students in the Class of 2013 compared to economically disadvantaged grade ten students in the Class of 2006 have increased passing rates of 15.0 and 15.7 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 2013 was 82.7 percent, a 9.0 percentage point increase over the passing percentage for grade ten students in the Class of 2006. (See Table 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 percent change between White students from the Classes of 2006 and 2013 is 4.1 percent. The percent change for Black or African American students during the same time period is 3.5 times greater (14.0 percent) compared to White students and Hispanic or Latino students have improved almost four times greater (16.1 percent) compared White students. (See Table 5.)
• Improvements from the Class of 2006 to the Class of 2013 in the mathematics passing rates for subgroups of grade ten students include an increase of 16.1 percentage points for Hispanic or Latino students and 14.0 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, and 2013 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 11.6 percentage points from the Class of 2006 to the Class of 2013. For the mathematics portion of the CAHSEE, the gap between Hispanic or Latino and white students has narrowed by 12.0 percentage points from the Class of 2006 to the Class of 2013. (See Table 6.)
• For the ELA portion of the CAHSEE, the gap between Black or African American and white students has narrowed by 6.5 percentage points from the Class of 2006 to the Class of 2013. For the mathematic portion of the CAHSEE, the gap between Black or African American and white students has narrowed by 9.9 percentage points from the Class of 2006 to the Class of 2013. (See Table 7.)

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California High School Exit Examination (CAHSEE) Results

Table 1: Class of 2011 – Grade 10, Grade 11, and Grade 12
Estimated Cumulative Percentage
Meeting the CAHSEE Requirement by Subgroup1,2,3

Demographic Subgroup	Grade 10 Class of 2011 Percent Passed	Grade 11 Class of 2011 Percent Passed	Grade 12 Class of 2011 Percent Passed4
All Students	69.9%	83.9%	94.6%
Female	72.4%	85.8%	95.1%
Male	67.4%	82.0%	94.2%
Black or African American	53.3%	72.1%	90.9%
American Indian or Alaska Native	64.8%	83.8%	96.6%
Asian	86.1%	93.1%	97.7%
Filipino	85.1%	94.1%	98.3%
Hispanic or Latino	60.1%	77.9%	92.3%
Native Hawaiian or Pacific Islander	68.9%	85.4%	94.5%
White	83.2%	92.2%	98.4%
Two or More Races	--5	--5	53.8%
English Learner	30.6%	55.6%	81.7%
Reclassified Fluent English	84.1%	94.7%	98.7%
Economically Disadvantaged	58.8%	77.1%	92.1%
Special Education5	21.1%	37.9%	54.6%

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 are not included in this table.

2. Students identified as grade 12 from the Classes of 2006, 2007, 2008, 2009, and 2010 are excluded from the 2011 calculation. Current grade twelve students who also tested as grade twelve students in the Classes of 2006, 2007, 2008, 2009, and 2010 are excluded from this table.

3. Students with disabilities who used modifications are excluded from analyses.

4. Students with disabilities in grade 12 were excluded from all rows except the last row due to the exemption.

5. Not available.

Table 2: Classes of 2006 through 2011 – Grade 10, Grade 11, and Grade 12
Estimated Cumulative Percentage
Meeting the CAHSEE Requirement1,2,3

All Students	Grade 10 Percent Passed	Grade 11 Percent Passed	Grade 12 Percent Passed4
Class of 2006	64.30%	78.40%	90.40%
Class of 2007	65.40%	78.70%	93.30%
Class of 2008	65.10%	78.00%	93.70%
Class of 2009	65.20%	81.90%	93.40%
Class of 2010	69.20%	82.90%	94.40%
Class of 2011	69.90%	83.90%	94.60%
Change in Percentage Classes of 2010–2011	0.7	1	0.2
Change in Percentage Classes of 2006–2011	5.6	5.5	4.2

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 are not included in this table.

2. Cohorts for classes are determined when 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 2011.

3. Students with disabilities who used modifications are excluded from analyses.

4. 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, and 20111 Meeting the CAHSEE Requirement
through the May Administration of Their Senior Year By Subgroup

Demographic Subgroup	Class of 20062through May2006 Percent Passed	Class of 20072through May2007 Percent Passed	Class of 20083through May2008 Percent Passed	Class of 20093through May2009 Percent Passed	Class of 20102through May2010 Percent Passed	Class of 20112through May2011 Percent Passed	Change in Percentage Classes of 2010-2011	Change in Percentage Classes of 2006-2011
All Students	90.40%	93.30%	90.40%	90.60%	94.40%	94.60%	0.2	4.2
Females	90.90%	93.60%	91.80%	91.90%	94.80%	95.10%	0.3	4.2
Males	89.90%	92.90%	89.00%	89.30%	93.90%	94.20%	0.3	4.3
Black or African American	83.70%	88.40%	80.50%	81.40%	89.60%	90.90%	1.3	7.2
American Indian or Alaska Native	--4	--4	89.20%	91.60%	95.40%	96.60%	1.2	--4
Asian	95.30%	96.30%	95.70%	95.30%	97.40%	97.70%	0.3	2.4
Filipino	--4	--4	--4	96.30%	98.10%	98.30%	0.2	--4
Hispanic or Latino	85.50%	88.60%	86.20%	86.60%	91.40%	92.30%	0.9	6.8
Native Hawaiian or Pacific Islander	--4	--4	--4	90.70%	95.30%	94.50%	-0.8	--4
White	97.30%	98.40%	96.00%	95.90%	98.10%	98.40%	0.3	1.1
Two or More Races	--4	--4	--4	--4	--4	53.80%	--4	--4
English Learner	76.00%	77.10%	73.50%	73.60%	81.00%	81.70%	0.7	5.7
Reclassified Fluent English	--4	--4	--4	97.50%	98.50%	98.70%	0.2	--4
Economically Disadvantaged	85.70%	88.30%	85.50%	85.60%	91.30%	92.10%	0.8	6.4
Special Education	47.80%	48.80%	54.50%	56.60%	53.30%	54.60%	1.3	6.8

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, and 2011. 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, and 20131

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 20132	Change in Percentage Classes of 2012-2013	Change in Percentage Classes of 2006-2013
All Students	74.7%	76.4%	77.1%	76.6%	78.8%	79.2%	80.6%	82.4%	1.8	7.7
Female	79.0%	81.1%	81.6%	81.2%	82.9%	83.0%	84.4%	85.9%	1.5	6.9
Male	70.5%	71.9%	72.7%	72.1%	74.9%	75.6%	76.9%	79.0%	2.1	8.5
Black or African American	62.6%	64.5%	65.8%	65.7%	68.5%	68.9%	71.1%	72.2%	1.1	9.6
American Indian or Alaska Native	73.4%	73.4%	77.2%	76.1%	77.1%	77.7%	79.2%	79.3%	0.1	5.9
Asian	84.7%	85.8%	86.6%	86.5%	88.4%	88.8%	90.9%	90.9%	0.0	6.2
Filipino	87.2%	88.1%	89.0%	88.9%	89.8%	89.6%	91.7%	92.0%	0.3	4.8
Hispanic or Latino	61.7%	65.1%	66.4%	66.2%	70.0%	70.9%	73.3%	76.4%	3.1	14.7
Native Hawaiian or Pacific Islander	71.2%	75.2%	75.4%	75.6%	79.1%	77.3%	79.3%	80.8%	1.5	9.6
White	88.4%	89.2%	89.8%	89.4%	90.4%	90.7%	91.1%	91.5%	0.4	3.1
Two or More Races	--3	--3	--3	--3	--3	--3	82.8%	84.7%	1.9	--3
English Learner	39.2%	42.4%	38.1%	35.9%	40.2%	40.3%	41.7%	44.2%	2.5	5.0
Reclassified Fluent English	86.7%	89.2%	89.3%	88.9%	91.2%	91.4%	92.5%	93.7%	1.2	7.0
Economically Disadvantaged	60.0%	63.2%	64.9%	64.6%	68.5%	69.7%	72.3%	75.0%	2.7	15.0
Non-Economically Disadvantaged	87.2%	88.2%	88.5%	88.2%	89.5%	90.2%	91.1%	91.9%	0.8	4.7
Special Education	30.5%	32.8%	34.6%	33.0%	35.7%	37.2%	37.3%	39.2%	1.9	8.7

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 analyses.

2. Subgroup data are preliminary; school districts have the opportunity to make demographic data corrections.

3. Not available.

Mathematics

Table 5: Comparison of Passing Rates for Grade Ten Students in the
Classes of 2006, 2007, 2008, 2009, 2010, 2011, 2012, and 20131

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 20132	Change in Percentage Classes of 2012-2013	Change in Percentage Classes of 2006-2013
All Students	73.7%	74.0%	75.5%	75.8%	78.3%	79.8%	80.7%	82.7%	2.0	9.0
Female	74.4%	74.6%	76.1%	76.2%	78.6%	80.1%	81.3%	83.4%	2.1	9.0
Male	72.9%	73.4%	75.0%	75.5%	78.0%	79.5%	80.2%	82.0%	1.8	9.1
Black or African American	54.4%	54.9%	57.1%	58.4%	61.9%	64.0%	66.3%	68.4%	2.1	14.0
American Indian or Alaska Native	69.2%	69.4%	72.9%	72.5%	75.7%	74.8%	77.8%	77.1%	-0.7	7.9
Asian	91.2%	91.7%	92.1%	92.7%	94.1%	94.6%	95.0%	95.7%	0.7	4.5
Filipino	86.9%	86.8%	88.1%	89.0%	90.1%	91.6%	92.0%	92.7%	0.7	5.8
Hispanic or Latino	61.0%	62.2%	65.1%	65.7%	69.6%	72.3%	73.9%	77.1%	3.2	16.1
Native Hawaiian or Pacific Islander	71.2%	72.6%	73.5%	75.0%	78.9%	80.1%	79.8%	82.4%	2.6	11.2
White	86.8%	87.0%	87.9%	88.2%	89.3%	89.9%	90.6%	90.9%	0.3	4.1
Two or More Races	--3	--3	--3	--3	--3	--3	82.0%	83.0%	1.0	--3
English Learner	49.2%	48.7%	47.6%	46.5%	50.2%	52.6%	52.2%	55.8%	3.6	6.6
Reclassified Fluent English	82.8%	84.5%	85.3%	85.7%	88.6%	90.1%	90.8%	92.2%	1.4	9.4
Economically Disadvantaged	60.6%	61.4%	64.3%	65.0%	69.0%	71.8%	73.5%	76.3%	2.8	15.7
Non-Economically Disadvantaged	85.1%	85.5%	86.2%	86.5%	88.1%	89.3%	90.1%	91.1%	1.0	6.0
Special Education	29.7%	30.3%	32.5%	32.3%	35.4%	38.1%	38.6%	40.1%	1.5	10.4

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 analyses.

2. Subgroup data are preliminary; school districts have the opportunity to make demographic data corrections.

3. 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 20132	Change in Percentage 2012–2013	Change in Percentage 2006–2013
Hispanic or Latino	61.7%	65.1%	66.4%	66.2%	70.0%	70.9%	73.3%	76.4%	3.1	14.7
White	88.4%	89.2%	89.8%	89.4%	90.4%	90.7%	91.1%	91.5%	0.4	3.1
Gap	26.7	24.1	23.4	23.2	20.4	19.8	17.8	15.1	-2.7	-11.6

Mathematics	Class of 2006	Class of 2007	Class of 2008	Class of 2009	Class of 2010	Class of 2011	Class of 2012	Class of 20132	Change in Percentage 2012–2013	Change in Percentage 2006–2013
Hispanic or Latino	61.0%	62.2%	65.1%	65.7%	69.6%	72.3%	73.9%	77.1%	3.2	16.1
White	86.8%	87.0%	87.9%	88.2%	89.3%	89.9%	90.6%	90.9%	0.3	4.1
Gap	25.8	24.8	22.8	22.5	19.7	17.6	16.7	13.8	-2.9	-12.0

1. Differences may occur as a result of rounding. Students with disabilities who used modifications are excluded from 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 20132	Change in Percentage 2012–2013	Change in Percentage 2006–2013
Black or African American	62.6%	64.5%	65.8%	65.7%	68.5%	68.9%	71.1%	72.2%	1.1	9.6
White	88.4%	89.2%	89.8%	89.4%	90.4%	90.7%	91.1%	91.5%	0.4	3.1
Gap	25.8	24.7	24.0	23.7	21.9	21.8	20.0	19.3	-0.7	-6.5

Mathematics	Class of 2006	Class of 2007	Class of 2008	Class of 2009	Class of 2010	Class of 2011	Class of 2012	Class of 20132	Change in Percentage 2012–2013	Change in Percentage 2006–2013
Black or African American	54.4%	54.9%	57.1%	58.4%	61.9%	64.0%	66.3%	68.4%	2.1	14.0
White	86.8%	87.0%	87.9%	88.2%	89.3%	89.9%	90.6%	90.9%	0.3	4.1
Gap	32.4	32.1	30.8	29.8	27.5	25.9	24.3	22.5	-1.8	-9.9

1. Differences may occur as a result of rounding. Students with disabilities who used modifications are excluded from analyses.

2. Subgroup data are preliminary; school districts have the opportunity to make demographic data corrections.

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Tom Torlakson — State Superintendent of Public Instruction
Communications Division, Room 5206, 916-319-0818, Fax 916-319-0100

Parents United for Responsible Education » Blog Archive » SOS follow up – meeting in Chicago

Parents United for Responsible Education » Blog Archive » SOS follow up – meeting in Chicago:

SOS follow up – meeting in Chicago

by admin

From Mike Klonsky:

Thank you to everyone who made the Save Our Schools March & National Call to Action a huge success!

Now it’s time to build on that success here in Chicago and put the Public back in public schools

Following on the heels of the successful march/rally in D.C., the first meeting of SOS/Chicago will take place on Saturday, August 27thfrom 10 a.m. to noon at Jane Addams Hull House, 800 W. Halsted. Because you either attended the SOS march or have expressed an interest in being a part of the national Save Our Schools

SOUTH BRONX SCHOOL: Whitney Tilson Sticks His Finger In The Wind

SOUTH BRONX SCHOOL: Whitney Tilson Sticks His Finger In The Wind:

Whitney Tilson Sticks His Finger In The Wind

by noreply@blogger.com (Bronx Teacher)

Whitney Tilson. That name just rolls of my fingers as I type. Say it again. Whitney Tilson. What thoughts come to mind as you say it? One thought I have is why did his mommy and daddy give him a girl's name? Yet, one thought keeps on delving around inside my ADD mind. Whitney Tilson has no true believes other than being some type of attention slut and wanting everyone to truly look towards him as the leader, or at the very least, the mouthpiece of the deform movement.

Whitney in his mass mailing of a few days ago at

Schooling in the Ownership Society: Boehner says, "guess who's coming to dinner?" It's Mike Madigan

Schooling in the Ownership Society: Boehner says, "guess who's coming to dinner?" It's Mike Madigan:

Boehner says, "guess who's coming to dinner?" It's Mike Madigan

by Mike Klonsky

Madigan (L) & Boehner

“The press never picked up on it,” Edelman said about how his group had endorsed twice as many Democratic candidates as Republicans. Those endorsements were a strong indication to Madigan, however, that they were clearly favoring him. “Luckily, it never got covered that way,” Edelman explained. “That wouldn’t work well in Illinois. Madigan’s not particularly well liked.” -- Illinois Times

Now this from today's Sun-Times (8/24/11)

Talk about

CPS board chair Vitale out as head of AUSL

by Mike Klonsky

Vitale

Banker, real-estate mogul and former Board of Trade president, David Vitalechairs Rahm Emanuel's hand-picked Chicago school board. At the same time, he chairs the board of the Academy for Urban School Leadership (AUSL), the "turnaround" company that contracts with the board to operate 19 schools around the city. Emanuel recently announced plans to double

More Than Just Good Teachers « EdVox

More Than Just Good Teachers « EdVox:

More Than Just Good Teachers

by edvoxny

by Dorothy Siegel

“A good teacher is the most important factor in a child’s academic learning”

Every time I hear this statement, my blood pressure goes up. I usually respond by saying that yes, a child’s teacher is very important. But teachers have a relatively small effect on children’s academic success when compared to the effect of out-of-school factors like economic insecurity, poor health care, unhealthy diet, homelessness and all the other ills of society. Educational “reforms” that ignore these factors are tarnished silver bullets, doomed to fail. Years of this type of wishful thinking has diverted Americans from having the undistorted, fact-based conversation we must have before educational outcomes can improve.

There are three sets of factors that predict a child’s academic success: the child’s teacher, peers and other aspects of the school environment; the human and financial resources expended on behalf of the child; and the

Broadcasting from the Democracy Convention in Madison, Wisconsin |:

Broadcasting from the Democracy Convention in Madison, Wisconsin

August 24, 2011

By bluecheddar

Have you already made some plans around the Democracy Convention this week?

This 5-day event kicks off tonight and runs through Sunday in Madison. I’ve gained a press pass to the event courtesy of Patrick Waring of WORT – - who is probably still open to sharing passes with others who can commit to recording workshops.

I hope to offer a live feed to the following events. Whether only audio or both audio & video will depend on the quality of net access I have there.

Hechinger Report | Do we need charter schools in high-performing districts?

Hechinger Report | Do we need charter schools in high-performing districts?:

Do we need charter schools in high-performing districts?

by Sarah Butrymowicz

Tiffany Boyd-Hodgson of Morristown, left, and Jutta Gassner-Snyder of Maplewood, are two of the parents who have applied to establish a charter school in Maplewood. The Mandarin-language immersion program would be housed in the St. Joseph School. (Photo by Danielle Austen.)

One by one, the legislators, parents and district officials lined up to speak at a rally in Millburn on a recent summer night. They had come to make it clear that two new Mandarin-immersion charter schools proposed for the area were unwelcome by many residents of this affluent Essex County enclave, where the median household income approached $170,000 in 2009. It was getting late by the time Alle Ries, a Maplewood parent with a daughter entering kindergarten in the fall, grabbed the microphone. She was the ninth speaker of the night, but

Mike Klonsky's SmallTalk Blog: Rahm pulls that old seat-at-the-table"gambit. It worked on SB7.

Mike Klonsky's SmallTalk Blog: Rahm pulls that old seat-at-the-table"gambit. It worked on SB7.:

Rahm pulls that old seat-at-the-table"gambit. It worked on SB7.

CTU prez says "no thanks" this time

The table is set. The menu, already decided. The guest list includes corporate reformers, charter school operators, private schoolers, some priests and an heiress. The agenda is a political one for the mayor. His PR guys tell him he has a

Modern School: The Great Strike Wave of 2011? (Part I)

Modern School: The Great Strike Wave of 2011? (Part I):

The Great Strike Wave of 2011? (Part I)

by Michael Dunn

The recent Verizon strike, which involved 45,000 workers, was the largest labor struggle to hit the U.S. in years. (For a recent update, see here, here, here and here). It is also just the beginning. 62,000 grocery workers in southern California are now on the verge of going on strike.

In April, baggers, checkers and butchers voted to strike against Vons, Albertson’s and Ralph’s. After months of fruitless negotiations, members of the United Food and Commercial Workers (UFCW) are poised to carry out their threat. The corporate chains are so worried that they are advertising for scabs to replace their employees when they walk out (and then get locked out).

The three corporate chains posted profits of $4.5 billion in 2009, while their CEOs made over $10 million each. Yet they are demanding that employees pay more out of pocket for their

#AskArne? Oh, will I #AskArne. |:

#AskArne? Oh, will I #AskArne.

Posted on August 23, 2011 by Save Our Schools March - Wisconsin

I have a lot of questions for Arne Duncan. Always have. My first and most fundamental concern his qualifications–who is he to be running the nation’s schools? What business does he have setting policy? Can he describe in any detail what a typical day is like for a teacher with a class of 35 fourth-graders? Does he even know how to write on a black/whiteboard without turning his back to the class?

I have some less polite ones, too, but I’m an adult.

Now is my (and your!) chance to ask them at the#AskArne Twitter Town Hall, starting at 1:30 pm on Wednesday, August 24. I’m realistic about this. Pointed questions will most likely be ignored, overlooked, or skirted, though so far they have been good. What answers Duncan does give are limited to 140 characters. I have no illusions that this is going to be a satisfying chat