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• California High School Exit Examination (CAHSEE) in ELA and mathematics (grade ten) Federal AYP Performance Targets Each year, schools and LEAs must meet four sets of requirements to make AYP. The requirements reflect minimum statewide performance levels and are the same for all schools and LEAs of the same type (see following table). The requirements include (1) student participation rate on statewide tests, (2) percentage of students scoring at the proficient level or above in English-language arts and mathematics on statewide tests, (3) API Growth; and (4) graduation rate (if high school students are enrolled). Numerically significant subgroups at a school or LEA also must meet participation rate and percent proficient requirements. Statewide AYP Requirements for School Year 2006-07 Percent Graduation Type of School or LEA Participation Rate Proficient in English- Language Arts Percent Proficient in Mathematics API Growth Rate (if high school students enrolled) Elementary Schools, Middle Schools, and 95% 24.4% 26.5% N/A Elementary School Districts High Schools and High School Districts 95% 22.3% 20.9% 590 82.9% (with grade levels 9–12) OR OR Unified School 1 point +0.1% one-year Districts, High growth change School Districts, and County Offices 95% 23.0% 23.7% OR of Education +0.2% two-year (with grade change levels 2–8 and 9–12) Subgroups The 95 percent participation rate and the percent proficient requirements must be met at the school and LEA levels and by each numerically significant subgroup at the school or LEA in each content area (ELA and mathematics). A “numerically significant” subgroup is defined as the following: • Participation Rate 100 or more students enrolled on the first day of testing or 50 or more students enrolled on the first day of testing who represent at least 15 percent of the total population 50
• Percent Proficient 100 or more students with valid test scores or 50 or more students with valid test scores who represent at least 15 percent of the total valid test scores A subgroup may be numerically significant for calculation of the participation rate but not numerically significant for calculation of percent proficient. The reverse of <strong>this</strong> may also occur. What is considered numerically significant is determined separately for each purpose. The determination of a numerically significant subgroup for participation rate is based on the number of students enrolled in a subgroup and the number of students enrolled in the school on the first day of testing. However, the determination of numerically significant for percent proficient calculations is based on the number of nonmobile students tested (i.e., valid scores) in a subgroup and the number of nonmobile students tested (i.e., valid scores) in a school. “Subgroups” include the following categories: • African American or Black (not of Hispanic origin) • American Indian or Alaska Native • Asian • Filipino • Hispanic or Latino • Pacific Islander • White (not of Hispanic origin) • Socioeconomically disadvantaged • English learners • Students with disabilities Reporting occurs for subgroups with at least 11 valid scores, but schools and LEAs will be held accountable only for numerically significant subgroups. For schools or LEAs with fewer than 100 valid scores, no numerically significant subgroups will need to meet percent proficient requirements. Program Improvement Federal accountability results also include information about whether a school or LEA receiving federal Title I, Part A, Basic funds has been identified for Program Improvement (PI) because it has not met AYP targets for two consecutive years within specific areas. Schools and LEAs in PI must implement additional federal requirements. A school or LEA is eligible to exit PI if it makes AYP for two consecutive years. For more information about PI identification and requirements, please refer to the NCLB section of <strong>this</strong> Fact Book. Federal Requirements for English Learners NCLB also requires LEAs that receive funds under Title III to meet targets for English learners. Those targets include making annual progress in learning English and attaining English language proficiency on the California English Language Development 51
Page 1 and 2: FACT BOOK 2007 HANDBOOK OF EDUCATIO
Page 3 and 4: Contents A Message from the State
Page 5 and 6: Instructional Materials Funding Rea
Page 7 and 8: Acknowledgments The annual Fact Bo
Page 9 and 10: California Department of Education
Page 11 and 12: CHIEF DEPUTY SUPERINTENDENT (916) 3
Page 13 and 14: Division operates the California Sc
Page 15 and 16: State Board of Education The Calif
Page 17 and 18: California State Board of Education
Page 19 and 20: Education Statistics California Ba
Page 21 and 22: Enrollment and Number of California
Page 23 and 24: California Schools’ Changing Ethn
Page 25 and 26: Full-Time Equivalent Pupil Services
Page 27 and 28: Immunization and Health Checkup Ca
Page 29 and 30: Public Access The subjects explain
Page 31 and 32: Immigration Status of Students—Pr
Page 33 and 34: High School Graduation and College
Page 35 and 36: State Board of Education Waivers A
Page 37 and 38: Testing Standardized Testing and R
Page 39 and 40: district and county officials by th
Page 41 and 42: • Assess the progress of English-
Page 43 and 44: In other words, institutions that a
Page 45 and 46: Accountability The primary goal of
Page 47 and 48: API of 800 or more must maintain it
Page 49: • Teacher and staff information
Page 53 and 54: schools, juvenile court schools, se
Page 55 and 56: Intervention/Underperforming School
Page 57 and 58: For more information on the Califor
Page 59 and 60: Family Foundation. State department
Page 61 and 62: 2. A targeted proportion of its stu
Page 63 and 64: For more information regarding the
Page 65 and 66: Major state and federal education r
Page 67 and 68: A coordinated approach to school he
Page 69 and 70: Youth development shifts the focus
Page 71 and 72: students in core academic content a
Page 73 and 74: Counseling and Student Support Sch
Page 75 and 76: Student Support Programs The follow
Page 77 and 78: Safe Schools and Violence Preventio
Page 79 and 80: Child Care and Development Programs
Page 81 and 82: William F. Goodling Even Start Fami
Page 83 and 84: • Goals for nutrition education,
Page 85 and 86: • 625,421 (40 percent) English le
Page 87 and 88: Number of English Learner Students
Page 89 and 90: Selected Projects/Programs The CDE
Page 91 and 92: occur at the Diagnostic Center. Tea
Page 93 and 94: (1) enter the workforce with skills
Page 95 and 96: Adult Education Adult education pr
Page 97 and 98: Adult Education Learner Distributio
Page 99 and 100: The Curriculum Commission develops
Page 101 and 102:
(CRP). IMAP is composed primarily o
Page 103 and 104:
4. The governing board must also ce
Page 105 and 106:
• Number of libraries. Among Cali
Page 107 and 108:
• Locations of effective school l
Page 109 and 110:
Magnet Programs and Schools In 2005
Page 111 and 112:
Institutions Code), who are on prob
Page 113 and 114:
dsackhei@cde.ca.gov. Additional inf
Page 115 and 116:
students participate in programs wi
Page 117 and 118:
pupil's exemption from public schoo
Page 119 and 120:
Basic Construction Data These are a
Page 121 and 122:
Year-Round Education As of October
Page 123 and 124:
Class Size A major reform implemen
Page 125 and 126:
of 1999) established an audit revie
Page 127 and 128:
2006-07 Education Budget On June 3
Page 129 and 130:
Changes to Ongoing Proposition 98 F
Page 131 and 132:
2006-07 Federal Funding Change In F
Page 133 and 134:
K-12 Lottery Revenue Allocations Pr
Page 135 and 136:
Elementary School Districts 2004-05
Page 137 and 138:
Helpful Contacts for Education Info
Page 139 and 140:
California Teachers Association (CT
Page 141 and 142:
Calendar of Events—2007 Dates inc
Page 143 and 144:
July 2007 4 July 4 (Section 37220 o
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