September 2, 2005

2005 STAR results laudable at all levels

5-year trend shows clear student gains

By Candy Richter
Staff Writer

In mid August, the state released its annual Standardized Testing and Reporting (STAR) scores touting significant gains across the board over 2004 results.

According to State Superintendent Jack O’Connell, California’s public school students are making widespread gains in most subjects and grade levels tested. This momentum has been reinforced by the five years of collective data supporting the upward movement of California’s student populace.

“With five years of data, we can now see a clear trend of student gains in nearly every subject and every grade,” O’Connell said. “This impressive gain in student achievement can be traced back to the implementation of our comprehensive standards-based educational system. Since California adopted rigorous standards of what every child should know and be able to do and systematically integrated those standards into the classroom, our schools have made steady improvement.”

This year’s STAR results are in sharp contrast to the disappointing outcome of the 2004 test scores. Most notably improved are the scores at the high school level, which have been a challenge area in years past.

“I am particularly pleased with the improvement seen in our high school scores,” O’Connell said. “After years of stagnation, our high schools are making some positive progress,” he continued. “In addition to showing improvement on our standards-aligned tests, greater numbers of high school students are taking more college preparatory mathematics and science courses like algebra, geometry, chemistry and physics.”

Willow Glen, Cambrian districts scores up
Traditionally, both Santa Clara County and Willow Glen schools have scored above the state average, and this year is no different.

All four districts in the area showed improvements, some greater than others.

Branham High School, a member of the Campbell Union High School District, showed substantial gains over previous years. Principal Tom Utic noted another statistic not in these figures, that 96 percent of this year’s senior class already has passed the exit exam.

He attributed the gains to communication and collaboration among the teachers first of all, and tests and assessments to ensure the students understand every six weeks. He also said, the district office has been quite supportive and allowed Branham’s teachers and administrators to create a common vision.

“I’m not surprised,” about the scores, he said, “but I am pleased. This just validates what we’ve been trying to do."

Dr. Aaron Buchanan, San Jose Unified School District’s director of educational accountability, noted that all the schools in his district did quite well. He too noted the strength of the benchmarking process, where students are assessed frequently allowing those who are behind to get caught up and to better understand what they are supposed to be learning.

Besides noting good growth among the elementary schools, Dr. Buchanan pointed out that the district’s high schools improved quite a bit. “That statement is true for high schools across the state, he added. “I think part of it is that high school math tests match courses as opposed to other grades where the math tests are more general.

Cambrian District Superint-endent Dr. Barry Groves also was singing praises for his students. “I’m very pleased. As a district we improved our API to 846 from 831. The elementary schools all showed improvement.”

In fact, Groves noted that scores for all five schools in his district were above 800.

Phil Quon, superintendent at Union School District, also expressed pleasure in his student’s test scores. “They all made forward progress. I’m pleased with the scores district wide and hope our students continue to keep this an upward trend.”

High School Exit Exam results improve
The California High School Exit Exam, which was first introduced in 2003 under a hail of controversy, is administered to 10th grade students each year. According to the latest data, an estimated 88 percent of the class of 2006 has passed the English-language arts portion of the test and an estimated 88 percent has passed the math portion of the test.

The class of 2006 is the first graduating class in the state required to pass the CAHSEE in order to receive a diploma.

The 2004-05 CAHSEE results look positive for the class of 2007. About three-fourths of participating 10th graders passed each part of the test: 75 percent in English-language arts and 74 percent in mathematics. These scores show students in the class of 2007 performing as well or better than the class of 2006.

The California High School Exit Exam is one of the cornerstones of California’s accountability system,” O’Connell said.

“I knew that our students could rise to the challenge of higher expectations, and I am proud of the rate of student success thus far on the exam.”

The CAHSEE tests a student’s knowledge of California state content standards in English language arts and mathematics. High school students are given up to five additional opportunities to pass the exam, and are supported with state-provided study guides.

Making year-to-year test comparisons
With the myriad of changes that have been implemented in the STAR test over the past few years, it is difficult to know what, if any, meaningful comparisons can be make when analyzing a schools testing data from year to year. The best thing to do when looking at test data is to keep the comparisons in similar categories.

For example, when considering the test scores for a particular population, follow that population up through the grades, comparing the test data from year to year as those students move forward, bringing with them similar demographic compositions and statistical make up.

Also, make comparisons between similar subjects within a grade level, such as all mathematics in the fourth grade, or all science in the fifth grade rather than comparing mathematics scores to English language arts scores or to science.

STAR Test changes for 2005
In August 2004 the governor signed legislation reauthorizing the STAR program. Changes to the test affected both the California Achievement Test, Sixth Edition (CAT/6) and portions of the California Standards Test.

Before this reauthorization, the CAT/6 survey was administered to all students in grades two through 11 in the areas of Language Arts and Mathematics.

Under the parameters of the new legislation, effective with the spring 2005 testing session, only students in grades three and seven were administered the CAT/6 Survey. The purpose of administering the CAT/6 Survey is to determine how well California students are achieving academically compared to a national sample of students tested in the same grade at the same time of the school year.

Working to close the gap
As in years past, O’Connell’s focus remains on closing the achievement gap between the state’s socio-economically disadvantaged populations, English language learners, special education students and other challenged subgroups.

“While the consistent growth of our subgroups across all measures should be celebrated, I am seriously concerned that our achievement gap remains unacceptably wide,” said O’Connell. “Of particular concern are the overall results of our African-American and Hispanic/Latino students, as well as our English learners and special education students. While they have made impressive gains, we must seek extraordinary progress for those students in order to close the achievement gap that persists for all groups.”

O’Connell emphasized the need to maintain the focus on content standards and reinvesting in the state’s lowest performing schools—in such critical programs as improved teacher training and extra assistance for programs for at-risk students.

“Such investments and high expectations are critical for success for all students in our global economy,” O’Connell said.

For more information on the STAR and CAT/6 Survey results, visit www.cde.ca.gov. The STAR Program data released in mid August is considered preliminary. A second posting of preliminary results that will include all students tested is scheduled for October. Final results after local corrections are incorporated are scheduled for posting during December.