Showing posts with label test scores. Show all posts
Showing posts with label test scores. Show all posts
Monday, March 24, 2014
Superintendent: Common Core "will yield authentic learning"
IN THE NEWS: Superintendent writes that the new standards "represent a
necessary and urgent shift in what we must expect our students to know
and be able to do in order to be contributing, participating members of
our changing society. " Read more from UT San Diego»
Wednesday, September 18, 2013
GAME CHANGER: State legislature approves major updates to student assessments
Dear San Diego Unified community:
Many of you have heard that there is new state legislation, AB 484, which proposes the suspension of the state standardized tests. The bill will likely be signed into law by Gov. Jerry Brown and go into effect on Jan. 1, 2014. As educators, this is a singular opportunity to focus our district on teaching and learning FIRST, while supporting accountability aligned to the new Common Core State Standards and our work in classrooms with students.
This seminal legislation eliminates most Standardized Testing and Reporting (STAR) assessments and supports the transformation of public education. It will allow educators across the state to focus our attention, efforts and resources on student learning as we prepare for the monumental transition to the new standards. We welcome the shifts that are needed to prepare our students to be critical thinkers and active members of society, moving us into an era of deeper learning. The suspension does not reflect a departure from accountability, but rather the opportunity to implement Common Core with fidelity to the educational vision.
As a former classroom teacher and principal, I understand the value of using data as a tool to inform instruction. We will continue to use modified district assessments and hold ourselves accountable in every classroom across the district. The state system of public school accountability can now be more closely aligned with both the public expectations for our schools and the workforce needs of the state’s economy. The revised 2013-14 state testing program would continue to include:
Best,
Cindy Marten
Superintendent
Many of you have heard that there is new state legislation, AB 484, which proposes the suspension of the state standardized tests. The bill will likely be signed into law by Gov. Jerry Brown and go into effect on Jan. 1, 2014. As educators, this is a singular opportunity to focus our district on teaching and learning FIRST, while supporting accountability aligned to the new Common Core State Standards and our work in classrooms with students.
This seminal legislation eliminates most Standardized Testing and Reporting (STAR) assessments and supports the transformation of public education. It will allow educators across the state to focus our attention, efforts and resources on student learning as we prepare for the monumental transition to the new standards. We welcome the shifts that are needed to prepare our students to be critical thinkers and active members of society, moving us into an era of deeper learning. The suspension does not reflect a departure from accountability, but rather the opportunity to implement Common Core with fidelity to the educational vision.
As a former classroom teacher and principal, I understand the value of using data as a tool to inform instruction. We will continue to use modified district assessments and hold ourselves accountable in every classroom across the district. The state system of public school accountability can now be more closely aligned with both the public expectations for our schools and the workforce needs of the state’s economy. The revised 2013-14 state testing program would continue to include:
- California Alternate Performance Assessment (CAPA) for grades 2-11;
- Smarter Balanced Assessment Consortium Field tests, which are aligned to the Common Core State Standards, in English Language Arts (ELA) or Mathematics in grades 3-8 and 11;
- California Standards Test (CST) and California Modified Assessment (CMA) Science assessments in grades 5, 8 and 10 (Life Science);
- ELA and Math assessments supporting the students’ voluntary participation of Early Assessment Program (EAP) in grade 11;
- The California High School Exit Examination (CAHSEE), California English Language Development Test (CELDT) and Physical Fitness Testing (PFT) will be administered.
Best,
Cindy Marten
Superintendent
Thursday, August 8, 2013
San Diego Unified Tops State's Big District in English Language Arts, Science Scores
Overall results mirror slim gains statewide as achievement gap persists
However, across the state scores "slipped by a fraction of a percentage point this year as schools dealt with ongoing budget reductions and the transition to the Common Core State Standards," state Supt. Tom Torlakson said in prepared remarks. San Diego Unified's results showed little gain or loss.
The data show that among the state's largest school districts, San Diego Unified has the top scores in English Language Arts and NCLB Science; San Francisco and Garden Grove are the next in line. Other large districts used in the comparison are those in Los Angeles, Long Beach, Fresno, San Bernardino, Sacramento and Oakland.
"Our scores this year reflect the leveling off that has been seen around the state," said Dr. John Lee Evans, Board of Education president. "Despite draconian budget cuts over the last six years, our teachers and students have remained focused on teaching and learning. Now it appears those billions of dollars in budget cuts are starting to catch up with us."
Evans noted that the budget pressures are easing with the Governor's new Local Control Funding Formula, which will allow local districts more discretion over spending, and the additional funds which will come from last year's passage of Prop. 30.
"We're not out of the woods yet, but I believe that the new funding sources will allow us to resume the past momentum," he said.
The challenge of eliminating the achievement gaps between ethnic groups continues. For example, in English Language Arts, Hispanics showed a slight gain, while other groups showed a slight loss; all of the losses and gains across the various subjects were less than 2 percent.
"We're looking forward to the implementation of the Common Core State Standards, which will help students think more critically and deeply," said Dr. Nellie Meyer, Deputy Superintendent School Support Services. "This will ensure a strong and consistent education for all students."
Superintendent Cindy Marten said the test scores show the district is on the right track.
"You can't judge us alone by our test scores, but comparing us to other, similar large districts certainly shows the hard work done by everyone at San Diego Unified," she said. "These scores will help us focus our work on creating quality schools in every neighborhood; I call on all San Diegans to do what they can to help us build a great district."
Monday, January 14, 2013
Board Vice President Beiser commentary: Grading teachers — Scores not reliable
Wednesday, September 12, 2012
San Diego Schools Improve Standard Test Scores Again
San Diego Unified School District students improved their performance on
the California Standards Test for the seventh consecutive year,
although mathematics remained an area in need of extra support,
according to a presentation to the Board of Education Tuesday night. Read more from San Diego 6»
Friday, August 31, 2012
State Test Scores Continue to Rise; SDUSD Ties for Top Spots in English, Science Among Large Districts
Test
scores in English language arts, math, science and history/social
science continue their five-year rise, while the test score gap between
ethnic groups continues to narrow in the San Diego Unified School
District, according to 2012 state test results released today.Overall, English scores were up two points, math up one point, science up five points and history/social sciences were up four points. Among the large urban districts in California, San Diego Unified is tied for the top spot in English Language Arts with San Francisco Unified, and Science (NCLB) with Garden Grove Unified. This is the second year that San Diego Unified has been at the top of the English Language Arts list of the state’s large districts, according to the California Standards Tests, under the state's Standardized Testing and Reporting (STAR) Program.
"Our test scores have steadily gone up since 2008," said Dr. John Lee Evans, President of the Board of Education. "This shows we were on the right track this year when we worked out an agreement to recall 1,500 teachers back to the classroom. We need every one of these teachers to continue producing these great results."
The achievement gap -- the difference in test scores among ethnic groups -- continues to be an issue, according to Dr. Nellie Meyer, Deputy Superintendent for Academics.
"While we are pleased with the continued progress, our challenge continues as we work to make sure that all student groups continue to improve. Our goal is to narrow the gap between groups, particularly African Americans and Latinos, at a faster pace," she said. Meyer noted that the district's concentrated effort to reduce the gap ranges from identifying at-risk youth in elementary schools to district-wide programs to reduce the dropout rate.
"We have fostered a spirit of innovation here that has allowed our teachers, staff and, in many cases, community volunteers the ability to work one-on-one with a child and make sure they are prepared to become great contributors to the next generation of San Diegans," she said.Superintendent Bill Kowba saluted the hard work by teachers and staff members.
"Despite these trying budget times, our district is continuing its statewide and national leadership," he said. "I salute all of those adults working every day to help our kids."
Download charts showing the 2012 district-wide test results at http://www.sandi.net/cms/lib/CA01001235/Centricity/shared/misc_photos/2012star.pdf
| News Coverage |
Tuesday, January 10, 2012
IN THE NEWS: Board President Discusses Budget, Student Achievement
The upcoming budget reductions and achievements by students and staff are discussed by Dr. John Lee Evans, board president. Courtesy KUSI-TV. Watch video from KUSI-TV»
Wednesday, December 7, 2011
'Nation's Report Card' Test Scores Again Show Growth
San Diego Unified School District students in grades 4 and 8
continued to show learning growth in improved national test scores in
English and mathematics, placing the district ahead of California
schools as a whole and in the top ranks of comparable large urban
districts.
District administrators will use the results to focus efforts in key areas, such as the achievement gap between ethnic and economic groups. Although narrowed with some ethnic groups, the achievement gap persists.
The test also shows what has been working with students. Proficiency growth is 35 percent or higher in many areas since 2003. Fourth-grade students ranked better in mathematics than 16 of the other 20 districts.
The National Assessment of Education Progress, known as "The Nation's Report Card," began the Trial Urban District Assessment in 2002 with six districts; San Diego Unified joined in 2003. There are now 21 districts involved in the testing, which is designed to gauge student achievement on a national scale. The tests have been taken every-other-year since 2003.
"We're gratified by the serious learning by our students and hard work by our teachers over the last eight years," said Superintendent Bill Kowba. "These years have been extremely challenging for our district and students, with budget cutbacks and leadership turnover. It shows we have a dedicated workforce that stays focused on what's really important: student achievement."
The achievement gap continues to be a focus of teachers and administrators. African-American students lost ground in several areas.
"There were gains in the number of students identified as proficient on these tough tests almost across the board for all ethnic and economic groups," said Dr. Nellie Meyer, Deputy Superintendent for Academics. "However, these tests show us that our concentration on African-American students with the achievement task force is the right place to focus our limited resources."
A full report will be made to the board of Education at an upcoming meeting. More information is online at http://www.nationsreportcard.gov; the San Diego Unified report is online at http://www.sandi.net/page/1596.
District administrators will use the results to focus efforts in key areas, such as the achievement gap between ethnic and economic groups. Although narrowed with some ethnic groups, the achievement gap persists.
The test also shows what has been working with students. Proficiency growth is 35 percent or higher in many areas since 2003. Fourth-grade students ranked better in mathematics than 16 of the other 20 districts.
The National Assessment of Education Progress, known as "The Nation's Report Card," began the Trial Urban District Assessment in 2002 with six districts; San Diego Unified joined in 2003. There are now 21 districts involved in the testing, which is designed to gauge student achievement on a national scale. The tests have been taken every-other-year since 2003.
"We're gratified by the serious learning by our students and hard work by our teachers over the last eight years," said Superintendent Bill Kowba. "These years have been extremely challenging for our district and students, with budget cutbacks and leadership turnover. It shows we have a dedicated workforce that stays focused on what's really important: student achievement."
The achievement gap continues to be a focus of teachers and administrators. African-American students lost ground in several areas.
"There were gains in the number of students identified as proficient on these tough tests almost across the board for all ethnic and economic groups," said Dr. Nellie Meyer, Deputy Superintendent for Academics. "However, these tests show us that our concentration on African-American students with the achievement task force is the right place to focus our limited resources."
A full report will be made to the board of Education at an upcoming meeting. More information is online at http://www.nationsreportcard.gov; the San Diego Unified report is online at http://www.sandi.net/page/1596.
Thursday, September 1, 2011
San Diego Unified's Accountability Score at Highest Level
| California's Largest Districts | ||||||||||||||||||||||||||||||
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Elementary School Scores
Elementary Top Growth
Middle School Scores
Middle School Top Growth
High School Scores
High School Growth
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"I want to congratulate the students, teachers and staffs at all of our schools for their excellent showing," said Supt. Bill Kowba. "What is particularly impressive is the growth that has come despite several years of historic budget cuts."
The Adequate Yearly Progress (AYP) measure is used by the federal Department of Education to determine if a school or district meets the act's annual growth standards; those that do not are placed on Program Improvement after two years. Four San Diego Unified schools exited Program Improvement as a result of these test results: Garfield High School, Kimbrough and Rosa Parks elementary schools, Garfield High School, and the King/Chavez Arts charter school.
Despite the improved scores, 113 schools are now on Program Improvement, up from 95 last year. School targets increased by about ten percentage points over 2010. However, because of differences between the state and federal standards, 20 schools met the California API target of 800, yet are on Program Improvement according to the federal government.
"California has some of the most rigorous standards in the nation and these schools excel," said Kowba. "Yet parents at these schools will receive a letter saying that their school is failing. That just is not true."
San Diego Unified's Board of Education has supported changes in the No Child Left Behind Act (NCLB), including those advocated by state Supt. of Public Instruction, Tom Torlakson, who has called these schools "mislabled."
Torlakson noted that statewide, 55 percent of elementary schools, 43 percent of middle schools and 28 percent of high schools were 800 or above. In San Diego Unified, 59 percent of elementary schools met target, along with 48 percent of middle schools and 26 percent of high schools.
Despite the increase, for the third year, San Diego Unified did not make its AYP under NCLB. In its third year of Program Improvement, the district will be required to take corrective actions that are yet to be identified. San Diego Unified entered Program Improvement in 2009.
Among student groups, some achievement gaps continued to slowly narrow. For example, while White students had a gain of 12 API points to 890 and Asian students' scores rose 10 points to 878, Hispanic or Latino students were up 14 points to 735 and Socioeconomically Disadvantaged students increased 14 points to 746.
"We're pleased to see these achievement gaps continuing to narrow," said Kowba. "Eliminating these gaps is one of the key missions of our district."
For scores of districts and individual schools, go to the state's website at http://www.cde.ca.gov/ta/ac/ar/index.asp
Friday, August 26, 2011
Top Statewide English Scores as Testing Gains Continue at San Diego Unified
State test scores gained for the fifth straight year for students in the San Diego Unified School District, according to results released today by the state Department of Education, with San Diego Unified now having the highest English Language Arts scores of any large urban district in California.
Across-the-board increases were seen in the four subjects tested: English language arts, mathematics, science, and history/social sciences, as more students now have knowledge rated "proficient" or "advanced," the top two rankings in the California Standards Test. Overall, students testing proficient or advanced on the test increased by: English, 3 points over 2010 and 14 points since 2007; mathematics up 2 points from last year and 12 since 2007. California's standard for students is that they have a proficient or advanced knowledge of the subject (the other levels are basic, below basic and far below basic).
"All of us in San Diego and in California owe an enormous debt of gratitude to our school communities," said Richard Barrera, president of the San Diego Unified Board of Education. "Facing the worst financial crisis to ever hit public education, our teachers, principals, support staff, parents and students continue to keep their focus and make clear, steady progress in educating California's next generation.
"Now it's up to the rest of us to pull together and do our part to support public education and the heroes in our local school communities." Superintendent Bill Kowba also lauded the effort.
"I congratulate all of our students, teachers and staff for this outstanding result," said Kowba. "This continued progress comes despite some of the most trying times in the long history of our district, as the budget has had significant cuts each of these years." San Diego Unified overtook San Francisco Unified for the top spot in English Language Arts proficiency, with 59 percent of students showing
proficient or advanced knowledge of the subject. Last year, San Diego and San Francisco tied at 56.
Other large-district scores include: Los Angeles, 44 percent; Fresno, 39 percent, and Sacramento, 49 percent.
These test scores are closely watched as a barometer of the achievement gap -- the difference in test scores between ethnic groups. There was a narrowing of the gap in English language arts, as Hispanic students showed a 16 percent gain and African Americans rose 13 percent since 2007, outpacing the 12 point rise shown by White students. Still, students testing proficient or advanced numbered 44 percent for Hispanics and 46 percent for African Americans, well behind the White score of 81 percent.
"Our efforts continue to bring student achievement up for all ethnic groups, especially Hispanics and African-Americans," said Dr. Nellie Meyer, Deputy Superintendent for Academics. "We continue to work not only with our teachers and staff, but the San Diego community to find local solutions to this national problem."
Individual schools showed significant increases in English language arts over 2010. Among elementary schools, Marvin Elementary had the largest jump, with 80.6 percent of the students now proficient or advanced, up from 65.6 in 2010. Roosevelt Middle increased to 55.9 from 47.6; and San Diego High School of the Arts to 34.7 from 23.5.
Statewide, San Diego Unified was also near the top of the list of largest districts in other tested areas. In mathematics, San Diego's 51 percent proficient or advanced was topped only by Garden Grove with 60 and San Francisco with 56. Other districts' scores include: Sacramento, 49; Los Angeles, 43; Oakland, 45; and San Bernardino, 38.
Overall science scores (combined grades 5, 8 and 10 science tests required by the No Child Left Behind Act) put San Diego Unified at 61 percent proficient or advanced, tied with San Francisco. Garden Grove topped the list with 64 percent. A sampling of other districts' scores: Los Angeles, 46 percent, Fresno and San Bernardino, 40 percent; and Sacramento, 48 percent.
For more details on the scores and tests, go the California Department of Education website at http://www.cde.ca.gov/ta/tg/sr/.
Across-the-board increases were seen in the four subjects tested: English language arts, mathematics, science, and history/social sciences, as more students now have knowledge rated "proficient" or "advanced," the top two rankings in the California Standards Test. Overall, students testing proficient or advanced on the test increased by: English, 3 points over 2010 and 14 points since 2007; mathematics up 2 points from last year and 12 since 2007. California's standard for students is that they have a proficient or advanced knowledge of the subject (the other levels are basic, below basic and far below basic).
"All of us in San Diego and in California owe an enormous debt of gratitude to our school communities," said Richard Barrera, president of the San Diego Unified Board of Education. "Facing the worst financial crisis to ever hit public education, our teachers, principals, support staff, parents and students continue to keep their focus and make clear, steady progress in educating California's next generation.
"Now it's up to the rest of us to pull together and do our part to support public education and the heroes in our local school communities." Superintendent Bill Kowba also lauded the effort.
"I congratulate all of our students, teachers and staff for this outstanding result," said Kowba. "This continued progress comes despite some of the most trying times in the long history of our district, as the budget has had significant cuts each of these years." San Diego Unified overtook San Francisco Unified for the top spot in English Language Arts proficiency, with 59 percent of students showing
proficient or advanced knowledge of the subject. Last year, San Diego and San Francisco tied at 56.
Other large-district scores include: Los Angeles, 44 percent; Fresno, 39 percent, and Sacramento, 49 percent.
These test scores are closely watched as a barometer of the achievement gap -- the difference in test scores between ethnic groups. There was a narrowing of the gap in English language arts, as Hispanic students showed a 16 percent gain and African Americans rose 13 percent since 2007, outpacing the 12 point rise shown by White students. Still, students testing proficient or advanced numbered 44 percent for Hispanics and 46 percent for African Americans, well behind the White score of 81 percent.
"Our efforts continue to bring student achievement up for all ethnic groups, especially Hispanics and African-Americans," said Dr. Nellie Meyer, Deputy Superintendent for Academics. "We continue to work not only with our teachers and staff, but the San Diego community to find local solutions to this national problem."
Individual schools showed significant increases in English language arts over 2010. Among elementary schools, Marvin Elementary had the largest jump, with 80.6 percent of the students now proficient or advanced, up from 65.6 in 2010. Roosevelt Middle increased to 55.9 from 47.6; and San Diego High School of the Arts to 34.7 from 23.5.
Statewide, San Diego Unified was also near the top of the list of largest districts in other tested areas. In mathematics, San Diego's 51 percent proficient or advanced was topped only by Garden Grove with 60 and San Francisco with 56. Other districts' scores include: Sacramento, 49; Los Angeles, 43; Oakland, 45; and San Bernardino, 38.
Overall science scores (combined grades 5, 8 and 10 science tests required by the No Child Left Behind Act) put San Diego Unified at 61 percent proficient or advanced, tied with San Francisco. Garden Grove topped the list with 64 percent. A sampling of other districts' scores: Los Angeles, 46 percent, Fresno and San Bernardino, 40 percent; and Sacramento, 48 percent.
For more details on the scores and tests, go the California Department of Education website at http://www.cde.ca.gov/ta/tg/sr/.
Monday, August 15, 2011
Top Statewide English Scores as Testing Gains Continue at San Diego Unified
State test scores gained for the fifth straight year for students in the San Diego Unified School District, according to results released today by the state Department of Education, with San Diego Unified now having the highest English Language Arts scores of any large urban district in California.
Across-the-board increases were seen in the four subjects tested: English language arts, mathematics, science, and history/social sciences, as more students now have knowledge rated "proficient" or "advanced," the top two rankings in the California Standards Test. Overall, students testing proficient or advanced on the test increased by: English, 3 points over 2010 and 14 points since 2007; mathematics up 2 points from last year and 12 since 2007. California's standard for students is that they have a proficient or advanced knowledge of the subject (the other levels are basic, below basic and far below basic).
"All of us in San Diego and in California owe an enormous debt of gratitude to our school communities," said Richard Barrera, president of the San Diego Unified Board of Education. "Facing the worst financial crisis to ever hit public education, our teachers, principals, support staff, parents and students continue to keep their focus and make clear, steady progress in educating California's next generation.
"Now it's up to the rest of us to pull together and do our part to support public education and the heroes in our local school communities."
Superintendent Bill Kowba also lauded the effort.
"I congratulate all of our students, teachers and staff for this outstanding result," said Kowba. "This continued progress comes despite some of the most trying times in the long history of our district, as the budget has had significant cuts each of these years."
San Diego Unified overtook San Francisco Unified for the top spot in English Language Arts proficiency, with 59 percent of students showing proficient or advanced knowledge of the subject. Last year, San Diego and San Francisco tied at 56.
Other large-district scores include: Los Angeles, 44 percent; Fresno, 39 percent, and Sacramento, 49 percent.
These test scores are closely watched as a barometer of the achievement gap -- the difference in test scores between ethnic groups. There was a narrowing of the gap in English language arts, as Hispanic students showed a 16 percent gain and African Americans rose 13 percent since 2007, outpacing the 12 point rise shown by White students. Still, students testing proficient or advanced numbered 44 percent for Hispanics and 46 percent for African Americans, well behind the White score of 81 percent.
"Our efforts continue to bring student achievement up for all ethnic groups, especially Hispanics and African-Americans," said Dr. Nellie Meyer, Deputy Superintendent for Academics. "We continue to work not only with our teachers and staff, but the San Diego community to find local solutions to this national problem."
Individual schools showed significant increases in English language arts over 2010. Among elementary schools, Marvin Elementary had the largest jump, with 80.6 percent of the students now proficient or advanced, up from 65.6 in 2010. Roosevelt Middle increased to 55.9 from 47.6; and San Diego High School of the Arts to 34.7 from 23.5.
Statewide, San Diego Unified was also near the top of the list of largest districts in other tested areas. In mathematics, San Diego's 51 percent proficient or advanced was topped only by Garden Grove with 60 and San Francisco with 56. Other districts' scores include: Sacramento, 49; Los Angeles, 43; Oakland, 45; and San Bernardino, 38.
Overall science scores (combined grades 5, 8 and 10 science tests required by the No Child Left Behind Act) put San Diego Unified at 61 percent proficient or advanced, tied with San Francisco. Garden Grove topped the list with 64 percent. A sampling of other districts' scores: Los Angeles, 46 percent, Fresno and San Bernardino, 40 percent; and Sacramento, 48 percent.
For more details on the scores and tests, go the California Department of Education website at http://www.cde.ca.gov/ta/tg/sr/.
Across-the-board increases were seen in the four subjects tested: English language arts, mathematics, science, and history/social sciences, as more students now have knowledge rated "proficient" or "advanced," the top two rankings in the California Standards Test. Overall, students testing proficient or advanced on the test increased by: English, 3 points over 2010 and 14 points since 2007; mathematics up 2 points from last year and 12 since 2007. California's standard for students is that they have a proficient or advanced knowledge of the subject (the other levels are basic, below basic and far below basic).
"All of us in San Diego and in California owe an enormous debt of gratitude to our school communities," said Richard Barrera, president of the San Diego Unified Board of Education. "Facing the worst financial crisis to ever hit public education, our teachers, principals, support staff, parents and students continue to keep their focus and make clear, steady progress in educating California's next generation.
"Now it's up to the rest of us to pull together and do our part to support public education and the heroes in our local school communities."
Superintendent Bill Kowba also lauded the effort.
"I congratulate all of our students, teachers and staff for this outstanding result," said Kowba. "This continued progress comes despite some of the most trying times in the long history of our district, as the budget has had significant cuts each of these years."
San Diego Unified overtook San Francisco Unified for the top spot in English Language Arts proficiency, with 59 percent of students showing proficient or advanced knowledge of the subject. Last year, San Diego and San Francisco tied at 56.
Other large-district scores include: Los Angeles, 44 percent; Fresno, 39 percent, and Sacramento, 49 percent.
These test scores are closely watched as a barometer of the achievement gap -- the difference in test scores between ethnic groups. There was a narrowing of the gap in English language arts, as Hispanic students showed a 16 percent gain and African Americans rose 13 percent since 2007, outpacing the 12 point rise shown by White students. Still, students testing proficient or advanced numbered 44 percent for Hispanics and 46 percent for African Americans, well behind the White score of 81 percent.
"Our efforts continue to bring student achievement up for all ethnic groups, especially Hispanics and African-Americans," said Dr. Nellie Meyer, Deputy Superintendent for Academics. "We continue to work not only with our teachers and staff, but the San Diego community to find local solutions to this national problem."
Individual schools showed significant increases in English language arts over 2010. Among elementary schools, Marvin Elementary had the largest jump, with 80.6 percent of the students now proficient or advanced, up from 65.6 in 2010. Roosevelt Middle increased to 55.9 from 47.6; and San Diego High School of the Arts to 34.7 from 23.5.
Statewide, San Diego Unified was also near the top of the list of largest districts in other tested areas. In mathematics, San Diego's 51 percent proficient or advanced was topped only by Garden Grove with 60 and San Francisco with 56. Other districts' scores include: Sacramento, 49; Los Angeles, 43; Oakland, 45; and San Bernardino, 38.
Overall science scores (combined grades 5, 8 and 10 science tests required by the No Child Left Behind Act) put San Diego Unified at 61 percent proficient or advanced, tied with San Francisco. Garden Grove topped the list with 64 percent. A sampling of other districts' scores: Los Angeles, 46 percent, Fresno and San Bernardino, 40 percent; and Sacramento, 48 percent.
For more details on the scores and tests, go the California Department of Education website at http://www.cde.ca.gov/ta/tg/sr/.
Thursday, August 11, 2011
Dropout Rate Reduced at San Diego Unified
California Urban District Dropout Rates 2009-10 | |
| District | Rate |
| San Francisco | 10.7 |
| San Diego Unified | 12.8 |
| Long Beach | 14.1 |
| Garden Grove | 14.4 |
| Fresno | 20.1 |
| Sacramento | 24.0 |
| Los Angeles | 26.1 |
| San Bernardino | 33.7 |
| Oakland | 37.0 |
According to the figures, 12.8 percent of San Diego Unified students left high school without a diploma in the 2009-10 school year, under the new reporting system adopted by the state this year. The graduation rate of students in that class was 74.9 percent.
"Ensuring that students graduate is one of the key focuses of our district," said Dr. Nellie Meyer, Deputy Superintendent for Academics. "While we are encouraged by these statistics, it reminds us we must redouble our effort to ensure that all our students graduate."
For four years, reducing the dropout rate has been one of the district's top priorities. The effort has focused not just on high school seniors, but as early as sixth grade, where studies show that students who miss more than 10 days of school have a higher dropout rate. Behavior in middle and high school students, as well as their academic performance, are also monitored, with some struggling teens repeating grades or placed in special programs.
"Even in these tough budget times, we have to remember that it is a tragedy to lose even one student," said Dr. Meyer. "These aren't just numbers, they're our future citizens."
Meyer also noted this is a problem throughout California, particularly with certain ethnic groups, such as Hispanics, with 11.1 percent rate in San Diego Unified, and African American, with 8.6 percent of students failing to receive a district diploma.
Statewide, San Diego Unified's dropout rate placed second-lowest among the largest districts at 12.8 percent, behind only San Francisco's 10.7 percent. Other large districts include: Los Angeles, 26.1 percent; Long Beach, 14.1; and Sacramento, 24.1. San Diego Unified's "cohort rate" -- students in ninth grade who graduated -- was fourth with 74.9 percent, behind: San Francisco, 82.3; Garden Grove, 81.9; and Long Beach, 78.8. Other districts with lower results include: Los Angeles, 64.2; Sacramento, 65.3; and Oakland, 54.3.
Thursday, February 24, 2011
IN THE NEWS: Better-than-Average Scores, Big Achievement Gaps in Science
San Diego Unified did better than the average for large urban school districts on a national science test, ranking fourth out of 17 big city districts in the percentage of students scoring proficient or above. Read more from the Voice of San Diego»
Thursday, November 18, 2010
IN THE NEWS: Superintendent Discusses Test Scores
Although San Diego Unified is among the top large districts in California, "we can always do better," says Kowba. Watch video»
Monday, September 13, 2010
Accountability Reports Show Improvement at Individual Schools, Progress on Achievement Gap
The state's 2009-10 Accountability Progress Report (APR) released Sept. 13 showed improvement at many district elementary, middle and high schools along with a small narrowing of the achievement gap among some student groups.
Four San Diego Unified schools are exiting Program Improvement, four others' scores rose enough to keep them out of Program Improvement. On the Academic Performance Index (API), 15 schools had growth of 50 points or more. This year, 101 schools had API scores of 800 or above, up from 80 last year. Of those schools, 25 had scores at or above 900, up from 21 last year.
The annual Accountability Progress Report (APR) determines whether schools and districts have met their Adequate Yearly Progress (AYP) under No Child Left Behind. Students in a variety of categories and grades are given standardized tests to measure their knowledge of English language arts and mathematics.
"The hard work by our students, teachers and staff members is shown in these test results," said Superintendent Bill Kowba. "Of particular note are those schools that will exit Program Improvement, those that met their AYP this year and won't go into Program Improvement, and those with 50 points or more growth on the API."
In addition, there was continued evidence that the achievement gap is narrowing among some student groups. Hispanic, Economically Disadvantaged, English Learner, and Students with Disabilities showed higher levels of improvement than other groups.
"While we can be proud of these accomplishments, this is no time to sit on our laurels or accept the status quo. It is imperative that we continue to accelerate our efforts to boost student achievement and slash the achievement gap," added Kowba.
Schools exiting Program Improvement are: Edison, Encanto and Garfield elementary schools; and Lewis Middle School. Those that met AYP and not entering Program Improvement are Cabrillo,Clay, Lee and Longfellow elementary schools.
Overall, 65 percent of San Diego Unified's schools met their AYP target; statewide, only 57 percent of schools met this target.
San Diego Unified met 39 of 50 criteria and did not make its Adequate Yearly Progress measure. In its second year of Program Improvement under No Child Left Behind, San Diego Unified joins all other large urban school districts in California that are required to identify corrective actions during the coming year. San Diego Unified was the final of the nine largest California districts and one of the last large districts in the nation to be placed on program improvement.
For more information on individual school reports, go to the California Department of Education.
Four San Diego Unified schools are exiting Program Improvement, four others' scores rose enough to keep them out of Program Improvement. On the Academic Performance Index (API), 15 schools had growth of 50 points or more. This year, 101 schools had API scores of 800 or above, up from 80 last year. Of those schools, 25 had scores at or above 900, up from 21 last year.
The annual Accountability Progress Report (APR) determines whether schools and districts have met their Adequate Yearly Progress (AYP) under No Child Left Behind. Students in a variety of categories and grades are given standardized tests to measure their knowledge of English language arts and mathematics.
"The hard work by our students, teachers and staff members is shown in these test results," said Superintendent Bill Kowba. "Of particular note are those schools that will exit Program Improvement, those that met their AYP this year and won't go into Program Improvement, and those with 50 points or more growth on the API."
In addition, there was continued evidence that the achievement gap is narrowing among some student groups. Hispanic, Economically Disadvantaged, English Learner, and Students with Disabilities showed higher levels of improvement than other groups.
"While we can be proud of these accomplishments, this is no time to sit on our laurels or accept the status quo. It is imperative that we continue to accelerate our efforts to boost student achievement and slash the achievement gap," added Kowba.
Schools exiting Program Improvement are: Edison, Encanto and Garfield elementary schools; and Lewis Middle School. Those that met AYP and not entering Program Improvement are Cabrillo,Clay, Lee and Longfellow elementary schools.
Overall, 65 percent of San Diego Unified's schools met their AYP target; statewide, only 57 percent of schools met this target.
San Diego Unified met 39 of 50 criteria and did not make its Adequate Yearly Progress measure. In its second year of Program Improvement under No Child Left Behind, San Diego Unified joins all other large urban school districts in California that are required to identify corrective actions during the coming year. San Diego Unified was the final of the nine largest California districts and one of the last large districts in the nation to be placed on program improvement.
For more information on individual school reports, go to the California Department of Education.
Monday, August 16, 2010
SD Unified Test Scores Gain for Fourth Straight Year
Achievement Gap Narrows in Some Areas; Work Still Needed
San Diego Unified’s results on 2010 state tests show across the board gains for the fourth straight year, with more students than ever ranking “advanced” in their subject knowledge.The results of the annual California Standards Test released today show the district has five straight years of overall gains in English language arts and science scores, while math continues a four-year climb.
This good news is tempered by recognition that scores still show an “achievement gap” among ethnic groups. Data relating to the achievement gap — test scores among ethnic groups — is still being analyzed, but early results show the gap is narrowing in some areas, albeit slowly.
“We need to salute our students first, who have been working very hard to learn the skills they’ll need for the future,” said Superintendent Bill Kowba. “Our teachers and staff also deserve recognition for a job well done.”
Growth continued in the three subject areas. In English Language Arts, overall scores show 29 percent of the students proficient and 27 percent are advanced — up from 23 percent in 2009 — while 26 percent had a basic skill level, down 1 percent from 2009. Below basic and far below basic levels also declined. Students with an advanced level of mathematics grew 2 percent to 23 percent and those considered proficient remained at 25 percent; basic went up one point to 23, while below basic and far below basic declined to 20 and 8 respectively.
Science scores rose as well, up 8 points to 30 percent advanced, while proficient remained at 27 percent; students with a basic level dropped two points to 24 percent, while below basic dropped 2 points to 11 percent and far below basic was down 2 points to 9 percent.
“These gains in student achievement have come during a period when our district has sustained unprecedented budget cuts,” said Kowba. “But even in the face of draconian budget cuts, schools throughout the district have been making gains in student achievement with a community-based reform process that encourages teacher collaboration, data-driven teaching strategies, a broad curriculum and strong behavioral standards and support for students.”
More Information
- State Department of Education STAR 2010»
News Coverage
- SD Unified Student Test Scores Improve Despite Budget Cuts, KPBS-FM»
- Test scores show continued gains in county schools, San Diego Union-Tribune»
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