We applaud the efforts of the students, parents, community members, teachers and school staff for making great strides to continually improve our system by ensuring that every student demonstrates growth academically, socially, emotionally and civically.
For More Information
California’s 2011 Academic Performance Index (API) and Adequate Yearly Progress (AYP) reports were posted on the California Department of Education website on August 31, 2011, at http://www.cde.ca.gov/apr/. Additional information about API is available on this website. The Dublin Unified School District has a link to the state API and AYP reports on our website, http://www.dublinusd.org . Click on “District API” to be linked to the state website and see our scores. Questions regarding the API/AYP or Dublin Unified’s scores should be addressed to the individual site principal or to Roxane Jablonski-Liu, Director of Educational Services at email@example.com .
Frequently Asked Questions (FAQs)
The APR shows how California districts and schools are meeting state and federal accountability standards. The Accountability Progress Report contains the elements used to determine Academic Performance Index (API) growth and Adequate Yearly Progress (AYP) for a school and a district.
The Academic Performance Index (API) is a numeric index, or scale, ranging from a low of 200 to a high of 1000 that reflects a school’s or a district’s performance level based on the results of statewide testing. The state API target is 800. The 2011 Growth API report shows how well school districts and schools are meeting the accountability requirement of the Public Schools Accountability Act (PSAA) of 1999. The 2011 Growth API reports are based on the 2011 Standardized Testing and Reporting (STAR) Program results of the California Standards Test (CST), California Modified Assessment (CMA), California Alternate Performance Assessment (CAPA), and California High School Exit Exam (CAHSEE).
The Growth API reports are based on the 2011 STAR Program results for the California Standards Test (CST) in English Language Arts and Mathematics for grades two through eleven; Science for grades five, eight and nine through eleven; and History for grades eight through eleven. The California Alternate Performance Assessment (CAPA) for grades two through eleven, and the California Modified Assessment in English Language Arts for grades three through nine, Mathematics for grades three through eleven, and Science for grades five, eight and ten are included in the API. The California High School Exit Exam (CAHSEE) for grade ten through twelve is also a portion of the API.
What information will the API results yield?
· If students did or did not perform better than the previous year
· If the school or district met or exceeded the statewide target of 800
· If specific subgroups did or did not perform better than the previous year
· If specific subgroups met or exceeded the statewide target of 800
· Whether the achievement gap between subgroups is narrowing
· Where schools rank compared to schools of similar type and challenges
What is Adequate Yearly Progress (AYP)?
AYP is required under Title I of the federal No Child Left Behind (NCLB) Act of 2001. A series of annual academic performance goals are established for each school, district and state as a whole and are determined to have met AYP if they meet or exceed the goals within the areas of Participation Rate, Percent Proficient, Academic Performance Index and Graduation Rate.
What assessments results are used in the AYP calculations?
The AYP calculations are taken from the CSTs and CMAs in English Language Arts and Mathematics for grades two through eight, the CAHSEE in English Language Arts and Mathematics for grade ten, and the CAPA in English Language Arts and Mathematics for grades two through eight and grade ten.
What information will our AYP results yield?
· The percent of students who participated in the STAR/CAHSEE assessments
· The percent of students proficient or advanced in English Language Arts and Mathematics
· How many more students are proficient or advanced this year compared to the previous year
· Whether each school is performing at or above the state target for this year
· Whether certain subgroups are performing at or above the state target
· Whether the achievement gap between subgroups is closing