April 7, 2007

API scores: the quest for 800

Majority of Evergreen’s elementary and middle schools at goal, high schools need greater gains

By Carol Rosen
Staff Writer

The 2006 API base scores, including 2007 target scores, were recently released by the California Department of Education, and by all indications, things are looking up for local schools.

These base scores include recalibration of the API results previously reported in August 2006 based on the addition of results from the new 2006 science assessments. The new assessments include the California Standards Test (CST) in science in grade eight and the CST in life science in grade ten. Added emphasis was given to science in the high school API calculation. These new areas will be incorporated into the assessment tests that will be given in all California public schools this spring.

With only four exceptions, the base scores for Evergreen Elementary School District are all 800 or better. Four schools - Dove Hill, John J. Montgomery, Katherine R. Smith and LeyVa Intermediate - posted just below 800. The four schools are each targeted to grow five points or more.

The tests are only one piece to a larger puzzle in determining student achievement, said Kathy Gomez, EESD’s Director of Education Services.

“There are lots of kinds of intelligence. This test measures knowledge, but there are many other pieces of a student this test doesn’t measure,” she said.

Gomez said other measurements in student achievement include other testing assessments such as the Noyce math assessment, reading and writing rubics, report cards, class performance and teacher assessment.

She said the API shows the growth of each school and schools across the state. However, she cautions that there is a correlation between higher socio-economic levels and higher school test scores in schools. That’s quite apparent looking at the Evergreen District, she said. In some cases, subgroups, such as English language learners, might bring scores lower, but disadvantaged students and other subgroups are still expected to meet the growth standards and achieve scores of 800 like the rest of the school.

“Any time scores go up, it means that the teachers in that school are meeting grade level standards. When scores fall, the school staff needs to find out where and why they fell and work on bringing them back up,” Gomez said.

It’s important for all schools to have some type of tests to reflect the progress of the students and to be sure the schools are moving in the right direction, she added.

At the high school level, the scores typically are lower and, according to some, less reliable. In many cases because the students don’t get any rewards for doing well. For example, all students have to pass the high school exit exam to get their diploma. The percentage of students in East Side Union High School District that pass on their first try is above the state average.

However, California Standards tests offer neither carrots nor sticks, so typically student buy-in to performing their best on the test is minimal,” said Jane Baldi, director of testing evaluation and research for ESUHSD. “Especially in the lower socio-economic areas.”

She also noted the recalculation, using the example of going back and excluding English language learners who enroll after March 15, less than a full school year. The scores are then recalculated with about six or seven changes to provide the new base.

For example, Evergreen High School’s original API score was 813. It was recalculated to 803 using the new criteria, still above the 800 threshold. However, while its statewide ranking was nine, it’s similar schools ranking fell to seven.

“That number is still above average, but it’s an indication that Evergreen has an opportunity to do a little better,” Baldi said.

She also noted that Evergreen’s population tends to be in a higher socio-economic status than Andrew Hill, for example, whose students API score was recalculated to 651.

Two other schools in the area are below 800, but moving up. Although Mt. Pleasant High School’s score was 689, it’s state ranking was five, but its similar schools ranking is seven, which Baldi said “shows healthy growth that the school is growing and improving.”

Silver Creek High is different, she added. Although that school has a score of 718, its statewide rank fell from eight in 2005 to six this year. In addition, its 2006 similar schools rank dropped to four.

“In this case, Silver Creek is a bit below the average of similar schools. This will cause the district to look at teaching styles, curriculum support and resources and possibly align the standards,” she said. “It’s like a temperature probe that allows us to find the problem before it gets worse and then do something about it.”

Like Gomez, Baldi said the California Standards test is only part of the overall picture.

“We use this and other data to identify areas of concern and target ways to improve education next year,” she said. “You have to look at the entire list; you can’t base it on one test. When you want to modify something, you look at everything and analyze all the data to see what you need to do.”

The California 2006 base API rankings indicate there are 9,400 schools targeted to improve. The report also indicates a consistent rise in median API scores since the API began in 1999.

“I am proud of our students, parents and educators in California whose continued work toward academic excellence is reflected in the steady academic progress in our schools’ API scores. The API is a powerful, comprehensive tool that holds our schools publicly accountable for progress made by all of our students,” said Jack O’Connell, state superintendent of public instruction.

However, he too mentioned the achievement gap between high and low socio-economic groups.

“While our schools are showing steady overall progress, I am deeply concerned that significant gaps exist between the API results for different subgroups of students. I have begun an intensive effort to find ways to close the gap that exists between successful students, who often are white or Asian and financially well off, and struggling students, who too often are poor, Hispanic, African American, English learns or with a disability,” O’Connell said.

He recommends increasing the API growth targets for subgroups. Those had been set at 80 percent of the school wide target. “Beginning with this API report, growth targets now are calculated separately for each student subgroup within a school and set at 5 percent growth toward an API of 800. Schools and subgroups will be expected to make a minimum improvement of five points up to the performance target of 800.

“Holding all students to the same high standards ensures a culture of high expectations for everyone,” O’Connell said.