EC Section 33126 (b)(1)(A)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year testing period, the percent of students by student group, total enrollment, number tested, percent tested, and achievement levels in CAASPP ELA, grades three through eight, and eleven.
\nFour achievement levels are reported for CAASPP Assessment results:
\nStudent Groups:
\nA student is defined as SED if the student was eligible for the FRPM program (also known as the NSLP), migrant, foster youth or homeless, or neither of the student’s parents was a high school graduate.
","dataSources":"Data are provided by the CDE.
\nThe source of the data is CAASPP test results, including results from the Smarter Balanced Assessment and the California Alternate Assessment (CAA) for ELA/literacy in grades three through eight and eleven.
\nDetailed information regarding the 2015 CAASPP results for each grade and achievement level can be found on the CDE CAASPP Results Web page at http://caaspp.cde.ca.gov/.
\nNote: Data shared in the table may differ from the Adequate Yearly Progress (AYP) data because of the difference in inclusion and exclusion requirements. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn the 2014–15 school year, the CAASPP consists of several key components, including:
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement levels.
\nMore information about the CAASPP system can be found on the CDE CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/CaaSpp?gradeId=3&subject=ELA","description":null,"printUrl":"/Sarc/CaaSpp?gradeId=3&subject=ELA","sortOrder":2,"isNotRequired":false,"yearId":7},{"sectionId":4,"title":"CAASPP Test Results - English Language Arts (ELA) Grade 4","id":48,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year testing period, the percent of students by student group, total enrollment, number tested, percent tested, and achievement levels in CAASPP ELA, grades three through eight, and eleven.
\nFour achievement levels are reported for CAASPP Assessment results:
\nStudent Groups:
\nA student is defined as SED if the student was eligible for the FRPM program (also known as the NSLP), migrant, foster youth or homeless, or neither of the student’s parents was a high school graduate.
","dataSources":"Data are provided by the CDE.
\nThe source of the data is CAASPP test results, including results from the Smarter Balanced Assessment and the California Alternate Assessment (CAA) for ELA/literacy in grades three through eight and eleven.
\nDetailed information regarding the 2015 CAASPP results for each grade and achievement level can be found on the CDE CAASPP Results Web page at http://caaspp.cde.ca.gov/.
\nNote: Data shared in the table may differ from the Adequate Yearly Progress (AYP) data because of the difference in inclusion and exclusion requirements. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn the 2014–15 school year, the CAASPP consists of several key components, including:
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement levels.
\nMore information about the CAASPP system can be found on the CDE CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/CaaSpp?gradeId=4&subject=ELA","description":null,"printUrl":"/Sarc/CaaSpp?gradeId=4&subject=ELA","sortOrder":3,"isNotRequired":false,"yearId":7},{"sectionId":4,"title":"CAASPP Test Results - English Language Arts (ELA) Grade 5","id":49,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year testing period, the percent of students by student group, total enrollment, number tested, percent tested, and achievement levels in CAASPP ELA, grades three through eight, and eleven.
\nFour achievement levels are reported for CAASPP Assessment results:
\nStudent Groups:
\nA student is defined as SED if the student was eligible for the FRPM program (also known as the NSLP), migrant, foster youth or homeless, or neither of the student’s parents was a high school graduate.
","dataSources":"Data are provided by the CDE.
\nThe source of the data is CAASPP test results, including results from the Smarter Balanced Assessment and the California Alternate Assessment (CAA) for ELA/literacy in grades three through eight and eleven.
\nDetailed information regarding the 2015 CAASPP results for each grade and achievement level can be found on the CDE CAASPP Results Web page at http://caaspp.cde.ca.gov/.
\nNote: Data shared in the table may differ from the Adequate Yearly Progress (AYP) data because of the difference in inclusion and exclusion requirements. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn the 2014–15 school year, the CAASPP consists of several key components, including:
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement levels.
\nMore information about the CAASPP system can be found on the CDE CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/CaaSpp?gradeId=5&subject=ELA","description":null,"printUrl":"/Sarc/CaaSpp?gradeId=5&subject=ELA","sortOrder":4,"isNotRequired":false,"yearId":7},{"sectionId":4,"title":"CAASPP Test Results - English Language Arts (ELA) Grade 6","id":50,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year testing period, the percent of students by student group, total enrollment, number tested, percent tested, and achievement levels in CAASPP ELA, grades three through eight, and eleven.
\nFour achievement levels are reported for CAASPP Assessment results:
\nStudent Groups:
\nA student is defined as SED if the student was eligible for the FRPM program (also known as the NSLP), migrant, foster youth or homeless, or neither of the student’s parents was a high school graduate.
","dataSources":"Data are provided by the CDE.
\nThe source of the data is CAASPP test results, including results from the Smarter Balanced Assessment and the California Alternate Assessment (CAA) for ELA/literacy in grades three through eight and eleven.
\nDetailed information regarding the 2015 CAASPP results for each grade and achievement level can be found on the CDE CAASPP Results Web page at http://caaspp.cde.ca.gov/.
\nNote: Data shared in the table may differ from the Adequate Yearly Progress (AYP) data because of the difference in inclusion and exclusion requirements. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn the 2014–15 school year, the CAASPP consists of several key components, including:
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement levels.
\nMore information about the CAASPP system can be found on the CDE CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/CaaSpp?gradeId=6&subject=ELA","description":null,"printUrl":"/Sarc/CaaSpp?gradeId=6&subject=ELA","sortOrder":5,"isNotRequired":false,"yearId":7},{"sectionId":4,"title":"CAASPP Test Results - English Language Arts (ELA) Grade 7","id":51,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year testing period, the percent of students by student group, total enrollment, number tested, percent tested, and achievement levels in CAASPP ELA, grades three through eight, and eleven.
\nFour achievement levels are reported for CAASPP Assessment results:
\nStudent Groups:
\nAll Students
\nA student is defined as SED if the student was eligible for the FRPM program (also known as the NSLP), migrant, foster youth or homeless, or neither of the student’s parents was a high school graduate.
","dataSources":"Data are provided by the CDE.
\nThe source of the data is CAASPP test results, including results from the Smarter Balanced Assessment and the California Alternate Assessment (CAA) for ELA/literacy in grades three through eight and eleven.
\nDetailed information regarding the 2015 CAASPP results for each grade and achievement level can be found on the CDE CAASPP Results Web page at http://caaspp.cde.ca.gov/.
\nNote: Data shared in the table may differ from the Adequate Yearly Progress (AYP) data because of the difference in inclusion and exclusion requirements. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn the 2014–15 school year, the CAASPP consists of several key components, including:
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement levels.
\nMore information about the CAASPP system can be found on the CDE CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/CaaSpp?gradeId=7&subject=ELA","description":null,"printUrl":"/Sarc/CaaSpp?gradeId=7&subject=ELA","sortOrder":6,"isNotRequired":false,"yearId":7},{"sectionId":4,"title":"CAASPP Test Results - English Language Arts (ELA) Grade 8","id":52,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year testing period, the percent of students by student group, total enrollment, number tested, percent tested, and achievement levels in CAASPP ELA, grades three through eight, and eleven.
\nFour achievement levels are reported for CAASPP Assessment results:
\nStudent Groups:
\nA student is defined as SED if the student was eligible for the FRPM program (also known as the NSLP), migrant, foster youth or homeless, or neither of the student’s parents was a high school graduate.
","dataSources":"Data are provided by the CDE.
\nThe source of the data is CAASPP test results, including results from the Smarter Balanced Assessment and the California Alternate Assessment (CAA) for ELA/literacy in grades three through eight and eleven.
\nDetailed information regarding the 2015 CAASPP results for each grade and achievement level can be found on the CDE CAASPP Results Web page at http://caaspp.cde.ca.gov/.
\nNote: Data shared in the table may differ from the Adequate Yearly Progress (AYP) data because of the difference in inclusion and exclusion requirements. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn the 2014–15 school year, the CAASPP consists of several key components, including:
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement levels.
\nMore information about the CAASPP system can be found on the CDE CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/CaaSpp?gradeId=8&subject=ELA","description":"CAASPP Assessment Results - English Language Arts (ELA)
\nDisaggregated by Student Groups, Grades Three Through Eight and Eleven
\nELA - Grade 8
","printUrl":"/Sarc/CaaSpp?gradeId=8&subject=ELA","sortOrder":7,"isNotRequired":false,"yearId":7},{"sectionId":4,"title":"CAASPP Test Results - English Language Arts (ELA) Grade 11","id":53,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year testing period, the percent of students by student group, total enrollment, number tested, percent tested, and achievement levels in CAASPP ELA, grades three through eight, and eleven.
\nFour achievement levels are reported for CAASPP Assessment results:
\nStudent Groups:
\nA student is defined as SED if the student was eligible for the FRPM program (also known as the NSLP), migrant, foster youth or homeless, or neither of the student’s parents was a high school graduate.
","dataSources":"Data are provided by the CDE.
\nThe source of the data is CAASPP test results, including results from the Smarter Balanced Assessment and the California Alternate Assessment (CAA) for ELA/literacy in grades three through eight and eleven.
\nDetailed information regarding the 2015 CAASPP results for each grade and achievement level can be found on the CDE CAASPP Results Web page at http://caaspp.cde.ca.gov/.
\nNote: Data shared in the table may differ from the Adequate Yearly Progress (AYP) data because of the difference in inclusion and exclusion requirements. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn the 2014–15 school year, the CAASPP consists of several key components, including:
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement levels.
\nMore information about the CAASPP system can be found on the CDE CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/CaaSpp?gradeId=11&subject=ELA","description":"CAASPP Assessment Results - English Language Arts (ELA)
\nDisaggregated by Student Groups, Grades Three Through Eight and Eleven
\nELA - Grade 11
","printUrl":"/Sarc/CaaSpp?gradeId=11&subject=ELA","sortOrder":8,"isNotRequired":false,"yearId":7},{"sectionId":4,"title":"CAASPP Test Results - Mathematics Grade 3","id":54,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year testing period, the percent of students by student group, total enrollment, number tested, percent tested, and achievement levels in CAASPP mathematics, grades three through eight and eleven.
\nFour achievement levels are reported for CAASPP Assessment results:
\nStudent Groups:
\nA student is defined as SED if the student was eligible for the FRPM program (also known as the NSLP), migrant, foster youth or homeless, or neither of the student’s parents was a high school graduate.
","dataSources":"Data are provided by the CDE.
\nThe source of the data is CAASPP test results, including results from the Smarter Balanced Assessment and the CAA for mathematics in grades three through eight and eleven.
\nDetailed information regarding the 2015 CAASPP results for Smarter Balanced mathematics for each grade and achievement level can be found on the CDE CAASPP Results Web page at http://caaspp.cde.ca.gov/.
\nNote: Data shared in the table may differ from the AYP data because of the difference in inclusion and exclusion requirements. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn the 2014–15 school year, the CAASPP consists of several key components, including:
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement levels.
\nMore information about the CAASPP system can be found on the CDE CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/CaaSpp?gradeId=3&subject=Mathematics","description":null,"printUrl":"/Sarc/CaaSpp?gradeId=3&subject=Mathematics","sortOrder":9,"isNotRequired":false,"yearId":7},{"sectionId":4,"title":"CAASPP Test Results - Mathematics Grade 4","id":55,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year testing period, the percent of students by student group, total enrollment, number tested, percent tested, and achievement levels in CAASPP mathematics, grades three through eight and eleven.
\nFour achievement levels are reported for CAASPP Assessment results:
\nStudent Groups:
\nA student is defined as SED if the student was eligible for the FRPM program (also known as the NSLP), migrant, foster youth or homeless, or neither of the student’s parents was a high school graduate.
","dataSources":"Data are provided by the CDE.
\nThe source of the data is CAASPP test results, including results from the Smarter Balanced Assessment and the CAA for mathematics in grades three through eight and eleven.
\nDetailed information regarding the 2015 CAASPP results for Smarter Balanced mathematics for each grade and achievement level can be found on the CDE CAASPP Results Web page at http://caaspp.cde.ca.gov/.
\nNote: Data shared in the table may differ from the AYP data because of the difference in inclusion and exclusion requirements. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn the 2014–15 school year, the CAASPP consists of several key components, including:
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement levels.
\nMore information about the CAASPP system can be found on the CDE CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/CaaSpp?gradeId=4&subject=Mathematics","description":null,"printUrl":"/Sarc/CaaSpp?gradeId=4&subject=Mathematics","sortOrder":10,"isNotRequired":false,"yearId":7},{"sectionId":4,"title":"CAASPP Test Results - Mathematics Grade 5","id":56,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year testing period, the percent of students by student group, total enrollment, number tested, percent tested, and achievement levels in CAASPP mathematics, grades three through eight and eleven.
\nFour achievement levels are reported for CAASPP Assessment results:
\nStudent Groups:
\nA student is defined as SED if the student was eligible for the FRPM program (also known as the NSLP), migrant, foster youth or homeless, or neither of the student’s parents was a high school graduate.
","dataSources":"Data are provided by the CDE.
\nThe source of the data is CAASPP test results, including results from the Smarter Balanced Assessment and the CAA for mathematics in grades three through eight and eleven.
\nDetailed information regarding the 2015 CAASPP results for Smarter Balanced mathematics for each grade and achievement level can be found on the CDE CAASPP Results Web page at http://caaspp.cde.ca.gov/.
\nNote: Data shared in the table may differ from the AYP data because of the difference in inclusion and exclusion requirements. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn the 2014–15 school year, the CAASPP consists of several key components, including:
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement levels.
\nMore information about the CAASPP system can be found on the CDE CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/CaaSpp?gradeId=5&subject=Mathematics","description":null,"printUrl":"/Sarc/CaaSpp?gradeId=5&subject=Mathematics","sortOrder":11,"isNotRequired":false,"yearId":7},{"sectionId":4,"title":"CAASPP Test Results - Mathematics Grade 6","id":57,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year testing period, the percent of students by student group, total enrollment, number tested, percent tested, and achievement levels in CAASPP mathematics, grades three through eight and eleven.
\nFour achievement levels are reported for CAASPP Assessment results:
\nStudent Groups:
\nA student is defined as SED if the student was eligible for the FRPM program (also known as the NSLP), migrant, foster youth or homeless, or neither of the student’s parents was a high school graduate.
","dataSources":"Data are provided by the CDE.
\nThe source of the data is CAASPP test results, including results from the Smarter Balanced Assessment and the CAA for mathematics in grades three through eight and eleven.
\nDetailed information regarding the 2015 CAASPP results for Smarter Balanced mathematics for each grade and achievement level can be found on the CDE CAASPP Results Web page at http://caaspp.cde.ca.gov/.
\nNote: Data shared in the table may differ from the AYP data because of the difference in inclusion and exclusion requirements. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn the 2014–15 school year, the CAASPP consists of several key components, including:
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement levels.
\nMore information about the CAASPP system can be found on the CDE CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/CaaSpp?gradeId=6&subject=Mathematics","description":null,"printUrl":"/Sarc/CaaSpp?gradeId=6&subject=Mathematics","sortOrder":12,"isNotRequired":false,"yearId":7},{"sectionId":4,"title":"CAASPP Test Results - Mathematics Grade 7","id":58,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year testing period, the percent of students by student group, total enrollment, number tested, percent tested, and achievement levels in CAASPP mathematics, grades three through eight and eleven.
\nFour achievement levels are reported for CAASPP Assessment results:
\nStudent Groups:
\nA student is defined as SED if the student was eligible for the FRPM program (also known as the NSLP), migrant, foster youth or homeless, or neither of the student’s parents was a high school graduate.
","dataSources":"Data are provided by the CDE.
\nThe source of the data is CAASPP test results, including results from the Smarter Balanced Assessment and the CAA for mathematics in grades three through eight and eleven.
\nDetailed information regarding the 2015 CAASPP results for Smarter Balanced mathematics for each grade and achievement level can be found on the CDE CAASPP Results Web page at http://caaspp.cde.ca.gov/.
\nNote: Data shared in the table may differ from the AYP data because of the difference in inclusion and exclusion requirements. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn the 2014–15 school year, the CAASPP consists of several key components, including:
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement levels.
\nMore information about the CAASPP system can be found on the CDE CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/CaaSpp?gradeId=7&subject=Mathematics","description":null,"printUrl":"/Sarc/CaaSpp?gradeId=7&subject=Mathematics","sortOrder":13,"isNotRequired":false,"yearId":7},{"sectionId":4,"title":"CAASPP Test Results - Mathematics Grade 8","id":59,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year testing period, the percent of students by student group, total enrollment, number tested, percent tested, and achievement levels in CAASPP mathematics, grades three through eight and eleven.
\nFour achievement levels are reported for CAASPP Assessment results:
\nStudent Groups:
\nA student is defined as SED if the student was eligible for the FRPM program (also known as the NSLP), migrant, foster youth or homeless, or neither of the student’s parents was a high school graduate.
","dataSources":"Data are provided by the CDE.
\nThe source of the data is CAASPP test results, including results from the Smarter Balanced Assessment and the CAA for mathematics in grades three through eight and eleven.
\nDetailed information regarding the 2015 CAASPP results for Smarter Balanced mathematics for each grade and achievement level can be found on the CDE CAASPP Results Web page at http://caaspp.cde.ca.gov/.
\nNote: Data shared in the table may differ from the AYP data because of the difference in inclusion and exclusion requirements. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn the 2014–15 school year, the CAASPP consists of several key components, including:
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement levels.
\nMore information about the CAASPP system can be found on the CDE CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/CaaSpp?gradeId=8&subject=Mathematics","description":"CAASPP Assessment Results - Mathematics
\nDisaggregated by Student Groups, Grades Three Through Eight and Eleven
\nMathematics - Grade 8
","printUrl":"/Sarc/CaaSpp?gradeId=8&subject=Mathematics","sortOrder":14,"isNotRequired":false,"yearId":7},{"sectionId":4,"title":"CAASPP Test Results - Mathematics Grade 11","id":60,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year testing period, the percent of students by student group, total enrollment, number tested, percent tested, and achievement levels in CAASPP mathematics, grades three through eight and eleven.
\nFour achievement levels are reported for CAASPP Assessment results:
\nStudent Groups:
\nA student is defined as SED if the student was eligible for the FRPM program (also known as the NSLP), migrant, foster youth or homeless, or neither of the student’s parents was a high school graduate.
","dataSources":"Data are provided by the CDE.
\nThe source of the data is CAASPP test results, including results from the Smarter Balanced Assessment and the CAA for mathematics in grades three through eight and eleven.
\nDetailed information regarding the 2015 CAASPP results for Smarter Balanced mathematics for each grade and achievement level can be found on the CDE CAASPP Results Web page at http://caaspp.cde.ca.gov/.
\nNote: Data shared in the table may differ from the AYP data because of the difference in inclusion and exclusion requirements. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn the 2014–15 school year, the CAASPP consists of several key components, including:
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement levels.
\nMore information about the CAASPP system can be found on the CDE CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/CaaSpp?gradeId=11&subject=Mathematics","description":null,"printUrl":"/Sarc/CaaSpp?gradeId=11&subject=Mathematics","sortOrder":15,"isNotRequired":false,"yearId":7},{"sectionId":2,"title":"Contact Information","id":1,"legalRequirements":"There is no legal requirement for the local educational agencies (LEAs) to provide the California Department of Education (CDE) with this data during the school year. However, this data is required to be provided in the School Accountability Report Card (SARC) pursuant to Education Code (EC) sections 33126 and 35256.
","definitions":"For the most recent school year (2023–24), district name, phone number, superintendent, email address, and website.
Data are provided by the CDE.
The data source is the county-district-school (CDS) database. District information is reported by local educational agencies (LEAs) to the CDE through the Online Public Update for Schools (OPUS) application which populates the CDS database. The CDE maintains the CDS database and provides contact information to all Department programs. CDS information is made available to the public to view through the CDE California School Directory web page at https://www.cde.ca.gov/schooldirectory/.
At a minimum, LEAs should annually review the contact information provided by the CDE to verify that it is current for this school year. Any time there is a change in administration or other CDS information the LEAs should report the changes to the CDE via the OPUS.
For information on updating CDS information through the OPUS, visit the CDE OPUS-CDS Application and Resources web page at https://www.cde.ca.gov/ds/si/ds/opuscds.asp.
","url":"/Sections/Contact","description":null,"printUrl":"/Sarc/About","sortOrder":1,"isNotRequired":false,"yearId":1},{"sectionId":2,"title":"School Description and Mission Statement ","id":2,"legalRequirements":"There is no legal requirement for the LEAs to provide the CDE with this data during the school year. However, this data is required to be provided in the SARC pursuant to EC sections 33126 and 35256.
","definitions":"For the most recent school year (2023–24), school name, street, city, state, zip, phone number, principal, email address, website, and county-district-school (CDS) code.
","dataSources":"
Narrative is developed and provided by the LEA.
Suggested questions that may be answered include:
EC Section 33126 (b)(14)
","definitions":"For the most recent school year (2021–2022), provide information on how parents can become involved in school activities. Provide a description of the organized opportunities for parental involvement, including the local contact person's name and phone number.
","dataSources":"Narrative is developed and provided by the LEA.
","url":"/Sections/Parents","description":null,"printUrl":"/Sarc/Parents","sortOrder":1,"isNotRequired":false,"yearId":1},{"sectionId":2,"title":"Student Enrollment by Grade Level","id":4,"legalRequirements":"There is no legal requirement for the LEAs to provide the CDE with these data during the school year. However, these data are required to be provided in the SARC pursuant to EC sections 33126 and 35256.
For the SARC reporting year (2022–23), this section includes the number of students by grade level that were enrolled at the school on the previous year Fall Census Day (first Wednesday in October).
Data are provided by the CDE.
The data source is the certified California Longitudinal Pupil Achievement Data System (CALPADS) Fall 1 data.
The aggregate counts by grade include students who had a CALPADS primary and short-term enrollment record on the previous year Fall Census Day (first Wednesday in October). Beginning in 2020-21, the DataQuest Annual Enrollment reports include both primary and short-term enrollments. In cases where concurrent student primary enrollment records were certified in CALPADS for more than one school, student enrollment is counted in each school’s aggregate counts. Short-term enrollments that automatically convert to long-term enrollments after 30 days are included in school aggregate counts. Educational Options schools include:
For more information, review the Statewide Student Identifier (SSID) and Enrollment Procedures and CALPADS Data Guide documents located on the CALPADS System Documentation web page at https://www.cde.ca.gov/ds/sp/cl/systemdocs.asp.
An aggregate enrollment report that uses certified CALPADS Fall 1 data can be generated from the CDE DataQuest web page at https://dq.cde.ca.gov/dataquest/.
","url":"/Sections/EnrollmentByGrade","description":null,"printUrl":"/Sarc/EnrollmentByGrade","sortOrder":3,"isNotRequired":false,"yearId":1},{"sectionId":2,"title":"Student Enrollment by Student Group","id":5,"legalRequirements":"There is no legal requirement for the LEAs to provide the CDE with these data during the school year. However, these data are required to be provided in the SARC pursuant to EC sections 33126 and 35256.
","definitions":"For the SARC reporting year (2022–23), this section includes the percentage of students enrolled at the school on the previous year Fall Census Day (first Wednesday in October) by racial/ethnic student group, and the percentage of students at the school who are identified as English Learners (ELs), foster youth, homeless students, migrant students, socioeconomically disadvantaged (SED), and students with disabilities.
The formula for the percent of student enrollment by student group is:
(The number of enrolled students at the time of the Fall Census Day [first Wednesday in October] in each student group)
– divided by –
(The total number of students enrolled in the school at the time of the Fall Census Day [first Wednesday in October])
Student Groups:
• Female
• Male
• Non-Binary
• American Indian or Alaska Native
• Asian
• Black or African American
• Filipino
• Hispanic or Latino
• Native Hawaiian or Pacific Islander
• Two or More Races
• White
• English Learners
• Foster Youth
• Homeless
• Migrant
• Socioeconomically Disadvantaged (SED)
• Students with Disabilities
Socioeconomically Disadvantaged (SED) students are defined as students: (1) who are eligible for the free or reduced-price meal (FRPM) program (also known as the National School Lunch Program, or NSLP), or have a direct certification for FRPMs, or (2) who are migrant, homeless, or foster youth, or (3) where neither of the parents were a high school graduate.
","dataSources":"Data are provided by the CDE.
The data source is the certified CALPADS Fall 1 data.
The aggregate counts by race/ethnicity include students who had a CALPADS primary and short-term enrollment record on the previous year Fall Census Day (first Wednesday in October). Beginning in 2020–21, the DataQuest Annual Enrollment reports include both primary and short-term enrollments. In cases where concurrent student primary enrollment records were certified in CALPADS for more than one school, student enrollment will be counted in each school’s aggregate counts. Short-term enrollments that automatically convert to long-term enrollments after 30 days are included in school aggregate counts. Educational Options schools include:
For more information, review the SSID and Enrollment Procedures and the CALPADS Data Guide documents located on the CALPADS System Documentation web page at https://www.cde.ca.gov/ds/sp/cl/systemdocs.asp.
An aggregate enrollment report that uses certified CALPADS Fall 1 data can be generated from the CDE DataQuest web page at https://dq.cde.ca.gov/dataquest/.
","url":"/Sections/EnrollmentByGroup","description":null,"printUrl":"/Sarc/EnrollmentByGroup","sortOrder":4,"isNotRequired":false,"yearId":1},{"sectionId":6,"title":"Average Class Size and Class Size Distribution (Elementary)","id":6,"legalRequirements":"EC Section 33126 (b)(4)
","definitions":"For the three school years (2017–2018, 2018–2019, and 2019–2020), this section includes the average class size by year and grade level, and the number of classes by year, grade level, and class size in three groups (1-20 students, 21-32 students, and 33 or more students).
\nThe formula for average class size (elementary) is:
\n(The number of students in each grade level)
\n– divided by –
\n(The total number of classes in each grade level)
\n\n
The number of classes by size is a count of the number of classes by grade level and size in three groups (1-20 students, 21-32 students, and 33 or more students).
\nThe category Other is for classes with students from multiple grade levels.
","dataSources":"Data are provided by the CDE.
\nFor the 2017–2018, 2018–2019, and 2019–2020 data, the data source is the CALPADS certified Fall 2 data.
\nFor schools/grades organized into self-contained classrooms (e.g., kindergarten and grades one through six in elementary schools), data are reported as the average class size and the number of classrooms within each of the following class sizes: 1-20 students, 21-32 students, and 33 or more students.
\nData are made available through the Staff Assignment and Course Data web page at https://www.cde.ca.gov/ds/sd/df/filesassign.asp (refer to table Staff Assignment / Class Section / Class Section Enrollment Downloadable Data Files).
","url":"/Sections/ClassElementary","description":null,"printUrl":"/Sarc/ClassElementaryNew","sortOrder":3,"isNotRequired":false,"yearId":1},{"sectionId":6,"title":"Average Class Size and Class Size Distribution (Secondary)","id":7,"legalRequirements":"EC Section 33126 (b)(4)
","definitions":"For the three school years (2017–2018, 2018–2019, and 2019–2020), this section includes the average class size by year, subject (English, mathematics, science, and social science), and the number of classes by size in three groups (1-22 students, 23-32 students, and 33 or more students).
\nThe formula for average class size (secondary) is:
\n(The number of students in each subject)
\n– divided by –
\n(The total number of classes in each subject)
","dataSources":"Data are provided by the CDE.
\nFor the 2017–2018, 2018–2019, and 2019–2020 data, the data source is the CALPADS certified Fall 2 data.
\nFor schools/grades organized into self-contained classrooms (e.g., grades seven through twelve), data are reported as the average class size and the number of classrooms within each of the following class sizes: 1-22 students, 23-32 students, and 33 or more students.
\nData are made available through the Staff Assignment and Course Data web page at https://www.cde.ca.gov/ds/sd/df/filesassign.asp (refer to table Staff Assignment / Class Section / Class Section Enrollment Downloadable Data Files).
","url":"/Sections/ClassSecondary","description":null,"printUrl":"/Sarc/ClassSecondaryNew","sortOrder":4,"isNotRequired":false,"yearId":1},{"sectionId":5,"title":"School Safety Plan","id":8,"legalRequirements":"EC sections 32286 (a) and (b)
\nEC sections 33126 and 35256
","definitions":"For the most recent school year (2020–2021), the dates on which the school safety plan was last annually reviewed, updated, and discussed with school faculty and a student representative, as well as a brief description of the key elements of the plan.
","dataSources":"Narrative is developed and provided by the LEA.
\nSchools shall review and update the comprehensive school safety plan by March 1 of each year. Every July each school shall report on the status of its school safety plan, including a description of its key elements. Provide a brief description of its key elements in the school's annual SARC prepared pursuant to EC sections 33126 and 35256.
\nSafe Schools: A Planning Guide for Action, 2002 Edition provides a two-component model and step-by-step guidance for schools to develop a comprehensive safe school plan. It also reviews the legal requirements and the benefits of safety planning to help schools annually revise and amend their safe school plan. This document is available for purchase from the CDE Press Office on the CDE Educational Resources Online Ordering web page at https://cdep.klas.com/
","url":"/Sections/Safety","description":null,"printUrl":"/Sarc/Safety","sortOrder":8,"isNotRequired":false,"yearId":1},{"sectionId":5,"title":"Suspensions and Expulsions","id":9,"legalRequirements":"EC Section 33126 (b)(10)
","definitions":"For the three school years (2017–2018, and 2018–2019, and 2019–2020), this section includes the school, LEA, and state suspensions and expulsions rates.
\nThe suspension and expulsion rates for 2017–2018 and 2018–2019 are data collected between July through June for each full school year, respectively.
\nThe formula for suspensions and expulsions rates for 2017–2018 and 2018–2019 is:
\n(The unduplicated count of students involved in one or more incidents for which the student was suspended or expelled during the academic year [July 1 – June 30])
\n– divided by –
\n(The unduplicated count of students with a primary, secondary, or short-term enrollment during the academic year [July 1 – June 30])
\nThe suspension and expulsion rates for 2019–2020 are data collected between July through February, partial school year due to the COVID-19 pandemic. The 2019–2020 suspensions and expulsions rate data are not comparable to prior year data because the 2019–2020 school year is a partial school year.
\nThe formula for suspensions and expulsions rates for 2019–2020 is:
\n(The unduplicated count of students involved in one or more incidents for which the student was suspended or expelled during the partial academic year [July 1 – February 28])
\n– divided by –
\n(The unduplicated count of students with a primary, secondary, or short-term enrollment during the
partial academic year [July 1 – February 28])
Data are provided by the CDE.
\nThe source of the suspension and expulsion data is the certified CALPADS End-of-Year 3 data.
\nFor a list of California EC violations that require reporting, see the CALPADS Code Sets document (Student Offense codes) located on the CDE CALPADS System Documentation web page at https://www.cde.ca.gov/ds/sp/cl/systemdocs.asp.
","url":"/Sections/Suspensions","description":null,"printUrl":"/Sarc/Suspensions","sortOrder":6,"isNotRequired":false,"yearId":1},{"sectionId":3,"title":"School Facility Conditions and Planned Improvements","id":10,"legalRequirements":"EC Section 33126 (b)(8)
\nEC Section 33126.1 (b)(3)
\nEC sections 17002 (d), 17014, 17032.5, 17070.75 (a), 17089 (b)
\nSafety, cleanliness, and adequacy of school facilities, including any needed maintenance to ensure good repair as specified in EC Section 17014, Section 17032.5, subdivision (a) of Section 17070.75, and subdivision (b) of Section 17089.
","definitions":"Using the most recently collected Facility Inspection Tool (FIT) data (or equivalent), provide the following:
\n\"Good repair\" means the facility is maintained in a manner that assures that it is clean, safe, and functional as determined pursuant to a Facility Inspection Tool (FIT) developed by the State of California Office of Public School Construction (OPSC) and approved by the State Allocation Board. The FIT evaluates a school facilities’ good repair status with ratings of \"good,\" \"fair,\" or \"poor.\" The FIT also provides an overall summary of the conditions at each school on a scale of \"exemplary,\" \"good,\" \"fair,\" or \"poor.\" The instrument shall not require capital enhancements beyond the standards to which the facility was designed and constructed.
\nThe LEA/school may use a locally developed school facility inspection and evaluation instrument so long as it meets the same criteria as the instrument developed by the OPSC and the same criteria specified in EC Section 17002(d).
\nDescriptions should use the most recent available data collected by the LEA. The year and month in which the data were collected should also be identified.
","dataSources":"Narrative is developed and provided by the LEA.
\nQuestions that may be answered include:
\nExamples of unacceptable summary statements on the condition of school facilities are as follows:
\nExamples of acceptable summary statements on the condition of school facilities are as follows:
\nBelow are further examples of more specific information of acceptable summary statements on the condition of the school and the efforts made to ensure that students are provided with a clean, safe, and functional learning environment.
\nEC Section 33126 (b)(8)
\nEC sections 17002 (d), 17014, 17032.5, 17070.75 (a), 17089 (b)
\nSafety, cleanliness, and adequacy of school facilities, including any needed maintenance to ensure good repair as specified in EC Section 17014, Section 17032.5, subdivision (a) of Section 17070.75, and subdivision (b) of Section 17089.
","definitions":"Using the most recently collected Facility Inspection Tool (FIT) data (or equivalent), provide the following:
\n\"Good repair\" means the facility is maintained in a manner that assures that it is clean, safe, and functional as determined pursuant to a FIT developed by the State of California OPSC and approved by the State Allocation Board. The FIT evaluates a school facilities’ good repair status with ratings of \"good,\" \"fair,\" or \"poor.\" The FIT evaluates a school facilities' overall rating of the conditions at each school on a scale of \"exemplary,\" \"good,\" \"fair,\" or \"poor.\" The instrument shall not require capital enhancements beyond the standards to which the facility was designed and constructed.
\nThe LEA/school may use a locally developed school facility inspection and evaluation instrument so long as it meets the same criteria as the instrument developed by the OPSC and the same criteria specified in EC Section 17002(d).
\nDescriptions should use the most recent available data collected by the LEA.
","dataSources":"The data must be provided by the LEA.
\nFor reporting the results of the most recent site inspection, provide information about the determination of good repair as documented in a completed FIT or its equivalent. For any item (e.g., any item marked with a ‘D’ or ‘X’ in a completed FIT) inspected and found not to be in good repair, describe the deficiency and the remedial action already taken or planned. Note the year and month of the school site inspection, the completion of the FIT or its equivalent, and the year and month of any remedial action taken or planned.
","url":"/Sections/Repair","description":null,"printUrl":"/Sarc/Repair","sortOrder":8,"isNotRequired":false,"yearId":1},{"sectionId":3,"title":"Teacher Credentials","id":12,"legalRequirements":"EC Section 33126 (b)(5)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)(viii)
","definitions":"For the most recent three-year period (2018–2019, 2019–2020, and 2020–2021) at the school, the number of teachers:
\nFor the most recent school year (2020–2021) at the LEA, the number of teachers:
\nThe data must be provided by the LEA.
\nIn 2018–2019, 2019–2020, and 2020–2021, the CDE did not collect the teacher credential information necessary for these sections. These data must be provided by the LEA.
\nThe CDE does not collect data on the number of teachers teaching outside their subject area of competence (with full credential). Teaching outside subject area data should be available in the LEA’s personnel office. In most instances, teaching outside subject area is a subset of total teacher misassignments (see data definition for Teacher Misassignments).
\nFor questions concerning the assignment of teachers outside their subject area of competence or the credential status of teachers, visit the Commission on Teacher Credentialing website at https://www.ctc.ca.gov/. These data are provided by the LEA.
","url":"/Sections/Credentials","description":null,"printUrl":"/Sarc/Credentials","sortOrder":1,"isNotRequired":false,"yearId":12},{"sectionId":3,"title":"Teacher Misassignments and Vacant Teacher Positions","id":13,"legalRequirements":"EC Section 33126 (b)(5)
\nEC Section 33126 (b)(5)(A)
\nEC Section 33126 (b)(5)(B)
","definitions":"Teacher Misassignments -- For the three most recent school years (2018–2019, 2019–2020, and 2020–2021), the total number of the school’s teacher misassignments, including the number of misassignments of teachers of ELs (the number of placements of a certificated employee in a teaching or services position for which the employee does not hold a legally recognized certificate or credential or the placement of a certificated employee in a teaching or services position that the employee is not otherwise authorized by statute to hold). The number of misassignments of teachers of ELs is to be reported as both a subtotal and as part of the total teacher misassignments.
\nIn addition to misassignments of teachers of ELs, total misassignments to be reported include the assignment of employees to services positions for which the employee does not hold the required certificate, credential, or other statutory authorization. These services areas, for which the California Commission on Teacher Credentialing issues credentials, include Administrative Services, Student Personnel Services, Clinical/Rehabilitative Services, Library Media Services, and School Nurse or Other Health Services.
\nVacant Teacher Positions -- For the three most recent school years (2018–2019, 2019–2020, and 2020–2021), the total number of the school’s vacant teacher positions (the number of positions to which a single-designated certificated employee has not been assigned at the beginning of the year for an entire year or, if the position is for a one-semester course, a position of which a single-designated certificated employee has not been assigned at the beginning of a semester for an entire semester).
\nBeginning of the year or semester means the first day classes necessary to serve all the students enrolled are established with a single-designated certificated employee assigned for the duration of the class, but not later than 20 working days after the first day students attend classes for that semester.
","dataSources":"The data must be provided by the LEA.
\nMisassignment and vacant teacher position data should be available in the LEA’s personnel office.
\nFor questions concerning the misassignment of teachers, visit the Commission on Teacher Credentialing website at https://www.ctc.ca.gov/. These data are provided by the LEA.
","url":"/Sections/Vacant","description":null,"printUrl":"/Sarc/Vacant","sortOrder":4,"isNotRequired":false,"yearId":12},{"sectionId":3,"title":"Core Academic Classes Taught by Highly Qualified Teachers","id":14,"legalRequirements":"Public Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)(viii)
","definitions":"For the SARC reporting year (2015–16), this section includes the percentage of classes in the school and district taught and not taught by Elementary and Secondary Education Act (ESEA) highly qualified teachers (HQT), in the aggregate and disaggregated by high-poverty compared to low-poverty schools.
\nThe formula for the percent of core academic classes taught and not taught by HQT at each level is:
\n(The number of core academic classes taught/not taught by HQT)
\n– divided by –
\n(The total number of core academic classes)
\nHigh-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the FRPM program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the FRPM program.
\nESEA defines core academic subject areas as English, reading or language arts, math, science, foreign languages, civics and government, economics, arts, history and geography. However, the United States (U.S.) Department of Education encouraged states to consider their current teacher certification and student achievement standards to determine whether to allow broad categories or require subject-specific certification in the discrete fields of science and/or social science. Additionally, the U.S. Department of Education has given states the authority to determine its own definition of \"the arts\". Chart 2 below portrays how the federal definition of “core academic subjects” has been aligned to correlate with California’s certification and student achievement standards.
\nChart 2: Core Academic Subjects
\nFederal:
\nCalifornia
\nPlease note: Career Technical Education (CTE) courses that have been designated as an alternative pathway to graduation by the local governing board of the LEA per EC, Section 51225.3(b) are also designated as core academic subjects.
\nBy 2005–06 ESEA required that all teachers teaching in core academic subjects be \"highly qualified.\" In general, ESEA requires that to be designated as highly qualified, a teacher must meet the following three criteria:
\nAdditional information about ESEA teacher requirements is available on the CDE Improving Teacher & Principal Quality Web page at http://www.cde.ca.gov/nclb/sr/tq/.
","dataSources":"Data are provided by the CDE.
\nThe sources of the course data for the HQTs and core academic classes are the certified CALPADS Fall 2 data collection.
\nThe source of the data for determining high-poverty and low-poverty schools in the LEA is the certified CALPADS Fall 2 FRPM eligibility data.
","url":"/Sections/HighlyQualified","description":null,"printUrl":"/Sarc/HighlyQualified","sortOrder":5,"isNotRequired":false,"yearId":8},{"sectionId":6,"title":"Ratio of Pupils to Academic Counselor","id":15,"legalRequirements":"EC Section 33126 (b)(7)
","definitions":"For the SARC reporting year (2019–2020), the ratio of pupils to academic counselor that are assigned to the school to the pupils enrolled at the school. To calculate, divide the total school enrollment by the number of full-time equivalent (FTE) academic counselors assigned to the school.
","dataSources":"Data are provided by the CDE.
\nThe number of FTE staff assigned to the school is a count of FTEs by Academic Counselor classification. A full-time Academic Counselor staff employee equals one FTE or 1.0; two Academic Counselor staff employees reported to work different FTEs can add up to a percentage of an FTE.
\n
Counselor staff reports can be generated from the CDE DataQuest web page at https://dq.cde.ca.gov/dataquest/.
EC Section 33126 (b)(6)(A)
\nEC Section 33126 (b)(6)(B)
\nEC Section 60119 (c)
","definitions":"For the most recent school year (2021–2022). \"Sufficient textbooks or other instructional materials\" mean that each student, including ELs, has standards-aligned textbooks or other instructional materials, or both to use in class and to take home. Two sets of textbooks or other instructional materials for each student are not required. Sufficient textbooks or other instructional materials does not include photocopied sheets from only a portion of a textbook or other instructional materials copied to address a shortage.
\nSubject areas to be included are all of the following:
\nThe core curriculum areas include reading/language arts, mathematics, science, and history-social science. In addition, sufficiency must also be determined for:
\nThe sufficiency requirement for the core areas of reading/language arts (including the English language development component of an adopted program), mathematics, science, and history-social science applies to all students, including ELs. However, the sufficiency requirement for foreign language, health, visual and performing arts, and science laboratory equipment applies only to students enrolled in those courses. While EC Section 60119 does not require a finding of sufficiency for textbooks or other instructional materials in visual and performing arts, the SARC does require this information.
\nIf the governing board determines, pursuant to EC Section 60119, that there are insufficient textbooks or other instructional materials, or both, it shall include information for each school in which an insufficiency exists, identifying the percentage of students who lack sufficient standards-aligned textbooks or other instructional materials in each subject area.
\nList all textbooks and other instructional materials used in the school in the core subjects (reading/language arts, mathematics, science, and history-social science), including:
\nThe formula for the percent of students lacking their own assigned textbooks and/or other instructional materials is:
\n(The number of students lacking their own assigned textbooks and/or other instructional materials)
\n– divided by –
\n(The total number of student enrolled in the subject area at the time of the Fall Census Day [first Wednesday in October])
\nThe description should use the most recent available data collected by the LEA. The year and month in which the data were collected should also be identified.
","dataSources":"The data must be provided by the LEA.
\nLocal governing board resolutions concerning the adoption and availability of sufficient textbooks and other instructional materials should contain much of the information needed for this reporting element. In addition, LEA curriculum departments should have records of the ordering and distribution of adopted textbooks and other instructional materials.
\nSchools are not required to present SARC information in a tabular format. The table in the SARC template is only a guide. Schools can provide a narrative or other format, as long as it includes all the information requested in the SARC template.
","url":"/Sections/Curriculum","description":null,"printUrl":"/Sarc/Curriculum","sortOrder":6,"isNotRequired":false,"yearId":1},{"sectionId":6,"title":"Expenditures Per Pupil and School Site Teacher Salaries","id":17,"legalRequirements":"EC Section 33126 (b)(3)
\nEC Section 33126.15 (b)
\nEC Section 33126.15 (c)
\nEC Section 33126.15 (d)
","definitions":"For Fiscal Year 2018–2019, the assessment of estimated expenditures per pupil shall reflect the actual salaries of personnel assigned to the school site. The assessment of estimated expenditures per pupil shall be reported in total, shall be reported in subtotal by restricted and unrestricted source, and shall include a reporting of the average of actual salaries paid to certificated instructional personnel at that school site.
\nRestricted source means money whose use is restricted by legal requirement or by the donor. Examples include, but are not limited to, instructional materials, economic impact aid, and teacher and principal training funds.
\nUnrestricted source means money that can be used for any lawful purpose, whose use is not restricted by legal requirement or by the donor. Examples include, but are not limited to, class size reduction, state lottery (not the instructional materials portion), and undesignated local parcel tax funds. For more information about classifying revenues and expenditures, see Procedure 310 in the California School Accounting Manual on the CDE Definitions, Instructions, & Procedures web page at https://www.cde.ca.gov/fg/ac/sa/.
\nExpenditures Per Pupil (Unrestricted) – A comparison of the actual unrestricted funding per pupil allocated for the specific benefit of the school or for the benefit of all schools in the LEA equally, compared to the LEA-wide average and to the state average of the same computation. The comparison shall include the percentage by which the school is above or below the LEA-wide average and the state average. If a school’s value is above the LEA average or the state average, a positive percentage will be displayed in the SARC. For a school that is below the LEA average or the state average, a negative percentage will be displayed in the SARC.
\n\n
The formula to calculate the Percent Difference is:
\n[ (V1 – V2) -divided by- (V1 + V2)/2 ] X 100 = Percent Difference
\nV1 = School Site Value
V2 = District Value or State Value
\n
Expenditures Per Pupil (Restricted) – A field for reporting the actual restricted funding, per pupil, allocated for the specific benefit of the school or for the benefit of all schools in the LEA equally.
\nTotal Expenditures Per Pupil – A field for reporting the combined unrestricted and restricted funding, per pupil, allocated for the specific benefit of the school or the benefit of all schools in the LEA equally.
\nAverage Teacher Salary – A reporting of the average of actual salaries paid to certificated instructional personnel at the school site.
\nA comparison of the average of actual salaries paid to certificated instructional personnel at the school site, compared to the LEA-wide average and to the state average of the same computation. The comparison shall also include the percentage by which the school is above or below the LEA-wide average and the state average. If a school’s value is above the LEA average or the state average, a positive percentage will be displayed in the SARC. For a school that is below the LEA average or the state average, a negative percentage will be displayed in the SARC.
","dataSources":"The LEA and state average teacher salaries, as well as state expenditures per pupil (unrestricted) are provided by the CDE; all other data must be provided by the LEA.
\nLEAs should use a consistent methodology for calculating estimated per pupil expenditures at the school site and LEA levels. For pupil counts, LEAs should use the annual Average Daily Attendance (ADA) figure for the school site.
\nThe CDE calculates state average expenditures per pupil from an unrestricted source, using 2018–2019 data, for report cards in the 2019–2020 school year. For pupil counts, the CDE uses the statewide ADA from the annual reporting period. The CDE’s calculation is based on EC Section 41372 definitions (see the CDE Current Expense of Education & Per-pupil Spending web page at https://www.cde.ca.gov/ds/fd/ec/ , modified to include only unrestricted sources in the calculation.
\nIn calculating the average actual teacher salary at each school site, LEAs should use a consistent methodology. Teachers include all certificated instructional personnel measured on a FTE basis. To calculate the average teacher salary at the school site, LEAs should divide the total actual salaries paid to certificated instructional personnel at the school site by the FTE of certificated instructional personnel at the school site.
\nThe CDE calculates LEA and state average teacher salaries, using 2018–2019 data, for report cards in the 2019–2020 school year. Average teacher salaries at the LEA and state levels are derived from information collected on CDE Form J-90. These averages, which reflect only those salaries in school LEAs that submitted Form J-90, are calculated by dividing the salaries paid on the certificated salary schedule by the total number of FTE employees included on that schedule. For more information, see the CDE Certificated Salaries & Benefits web page at https://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data website at http://www.ed-data.org/.
","url":"/Sections/Expenditures","description":null,"printUrl":"/Sarc/Expenditures","sortOrder":6,"isNotRequired":false,"yearId":1},{"sectionId":6,"title":"Types of Services Funded","id":18,"legalRequirements":"EC Section 33126 (b)(3)
","definitions":"For Fiscal Year 2019–2020, the description of the programs and services that are provided at the school through all fund sources.
","dataSources":"Narrative is developed and provided by the LEA.
\nNarrative developed by the LEA/school should specify information about the types of programs and services available at the school that support and assist students.
","url":"/Sections/Services","description":null,"printUrl":"/Sarc/Services","sortOrder":7,"isNotRequired":false,"yearId":1},{"sectionId":6,"title":"Teacher and Administrative Salaries","id":19,"legalRequirements":"EC Section 41409.3
","definitions":"For Fiscal Year 2018–2019, every LEA, except for LEAs maintaining a single school to serve kindergarten or any of grades one through twelve, shall report teacher and administrative salaries.
\nThe beginning, median, and highest salary paid to teachers in the LEA, as reflected in the LEA's salary scale.
\nThe average annualized salary for school site principals is reported on CDE Salary & Benefit Schedule for the Certificated Bargaining Unit (Form J-90). Average salary data are based on salaries actually paid to administrators.
\nThe LEA superintendent's annualized salary is reported on CDE Form J-90.
\nStatewide salary figures for teachers, principals, and superintendents are derived from information collected on CDE Form J-90. The figures reflect only those salaries in school LEAs that submitted CDE Form J-90. A weighting methodology was used to determine average paid salaries.
\nThe percent of a LEA budget for teacher salaries is California School Accounting Manual, Object of Expenditure Account 1100 divided by total general fund accounts 1000 through 7999.
\nThe statewide average percent of budget for teacher salaries is defined in object of expenditure classification 1100 of the California School Accounting Manual.
\nThe percent of the LEA budget for administrative salaries is the sum of California School Accounting Manual, Object of Expenditure Accounts 1300 and 2300 divided by total general fund objects 1000 through 7999.
\nThe statewide average percent of budget for administrative salaries is defined in object of expenditure classifications 1300 and 2300 of the California School Accounting Manual divided by total general fund objects 1000 through 7999.
\nFor more information, see the California School Accounting Manual on the CDE Definitions, Instructions, & Procedures web page at https://www.cde.ca.gov/fg/ac/sa/.
","dataSources":"Data are provided by the CDE.
\nCDE gathers the teacher salary data from the Form J-90. CDE derives the percent of LEA budget for teacher and administrative salaries from unaudited actual data submitted by the LEAs.
\nState certification/release dates for fiscal data occur in middle to late spring, precluding the inclusion of 2019–2020 data in most cases. Therefore, 2018–2019 data are used for report cards prepared for 2019–2020 school year.
\nSince these data are older than those of other elements of the report, a brief narrative to explain resulting anomalies may be added, if appropriate.
\nFor more information, see the CDE Certificated Salaries & Benefits web page at https://www.cde.ca.gov/ds/fd/cs/ and the CDE Annual Financial Data web page at https://www.cde.ca.gov/ds/fd/fd/.
","url":"/Sections/Salaries","description":null,"printUrl":"/Sarc/Salaries","sortOrder":8,"isNotRequired":false,"yearId":1},{"sectionId":4,"title":"Course Enrollment/Completion of University of California (UC) and/or California State University (CSU) Admission Requirements","id":39,"legalRequirements":"EC Section 33126 (b)(11)
","definitions":"This section includes the percentage of high school pupils enrolled in courses required for University of California (UC)/California State University (CSU) admission during the 2020–2021 school year; and the percentage of graduates who completed all courses required for UC/CSU admission during the 2019–2020 school year.
\nThe formula for the percentage of pupils enrolled in courses required for UC/CSU admission is:
\n(The total number of unduplicated high school pupils enrolled in courses required for UC/CSU admission at the time of the Fall Census Day [first Wednesday in October])
\n— divided by —
\n(The total number of unduplicated high school pupils enrolled in the school at the time of the Fall Census Day [first Wednesday in October])
\n\n
The formula for the percentage of graduates who completed all courses required for UC/CSU admission is:
\n(The number of graduating pupils who met the UC/CSU requirements with CALPADS exit records indicating that all courses required for UC/CSU admission were completed)
\n— divided by —
\n(The total number of graduates from the most recent year)
","dataSources":"Data are provided by the CDE.
\nThe sources of the data are the certified CALPADS Fall 2 and Fall 3 data.
\nFor the 2020–2021 data, the data source of the UC/CSU course enrollment data is the certified CALPADS Fall 2 data.
\nFor the 2019–2020 data, the data source of the number of graduates who met all UC/CSU requirements upon graduation is the certified CALPADS End of Year 3 (EOY3) data.
\n\n
Admission Requirements for California’s Public Universities
\nUC
Admission requirements for the UC follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state’s high school graduates, as well as those transfer students who have successfully completed specified college course work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work.
For general admissions requirements, please visit the UC Admissions Information website at https://admission.universityofcalifornia.edu/
\nCSU
Eligibility for admission to the CSU is determined by three factors:
Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses have local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission, application, and fee information see the CSU website at https://www2.calstate.edu/
","url":"/Sections/UniversityCourses","description":null,"printUrl":"/Sarc/UniversityCourses","sortOrder":20,"isNotRequired":false,"yearId":1},{"sectionId":4,"title":"CAASPP Test Results in ELA and Mathematics for All Students","id":21,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nESEA Section 1111 (h)(1)(C)
","definitions":"For the two-year period (2019–2020 and 2020–2021), this section includes the school, LEA, and state information on the percent of students meeting or exceeding the State standards on the California Assessment of Student Performance and Progress (CAASPP) Smarter Balanced Summative Assessments and California Alternate Assessments (CAAs) for English language arts/literacy (ELA) and mathematics for grades three through eight and grade eleven.
","dataSources":"Data are provided by the CDE.
\nThe 2019–2020 and 2020–2021 data are not available.
\nDue to the COVID-19 pandemic during the 2019–2020 school year, California Governor Gavin Newsom issued Executive Order N-30-20 which waived the requirement for statewide testing for the 2019–2020 school year. Also due to the COVID-19 pandemic during the 2019–2020 school year, the U.S. Department of Education approved a waiver of the requirement for statewide testing for the 2019–2020 school year, as specified on the CDE Every Student Succeeds Act web page at https://www.cde.ca.gov/re/es/
\nDue to the COVID-19 pandemic during the 2020–2021 school year, the 2020–2021 data are not available because these data are not comparable to other years of data. Where the CAASPP assessments in ELA and/or mathematics is not the most viable option, LEAs were allowed to administer local assessments. Therefore, the 2020–2021 data between school years for the school, district, state are not an accurate comparison. As such, it is inappropriate to compare results of the 2020–2021 school year to other school years.
\nThe source of the data is CAASPP test results, including results from the Smarter Balanced Summative Assessments and CAAs for ELA and mathematics in grades three through eight and grade eleven.
\nFurther information regarding the CAASPP ELA and mathematics results for each grade and achievement standards can be found on the CDE CAASPP-ELPAC Results website at https://caaspp-elpac.cde.ca.gov/caaspp/
","url":"/Sections/Testing","description":null,"printUrl":"/Sarc/Testing","sortOrder":1,"isNotRequired":false,"yearId":1},{"sectionId":4,"title":"California High School Exit Examination Results for Grade Ten Students – Three-Year Comparison","id":23,"legalRequirements":"Public Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
","definitions":"Three years (2012–13, 2013–14, and 2014–15) of school, LEA, and state information on the percent of grade ten students scoring proficient or advanced on the California High School Exit Examination (CAHSEE) in ELA and mathematics.
\nThe formula for the percent of students scoring proficient or advanced by subject, by year at each level is:
\n(The number of grade ten students scoring proficient or advanced)
\n– divided by –
\n(The total number of grade ten students tested)
","dataSources":"Data are provided by the CDE.
\nData are reported from the CAHSEE test results by performance level for a three-year period. The CAHSEE calculations include grade ten students only. These counts exclude all grade eleven and twelve students.
\nThe CAHSEE is used as a graduation requirement in California. The CAHSEE has an ELA section and a mathematics section.
\nNote: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nFor detailed information regarding CAHSEE results, see the CDE CAHSEE Web page at http://cahsee.cde.ca.gov/.
","url":"/Sections/Exit","description":null,"printUrl":"/Sarc/Exit","sortOrder":21,"isNotRequired":false,"yearId":7},{"sectionId":2,"title":"Principal's Message","id":40,"legalRequirements":"Public Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year, the percent of grade ten students by student group scoring not proficient, proficient, or advanced in ELA and mathematics on the CAHSEE. Results are only included for students who were continuously enrolled from the Fall Census Day (first Wednesday in October) through the first day of testing.
\nThe formula for the percent of students scoring at each performance level by subject, by student group is:
\n(The number of grade ten students scoring at each performance level)
\n– divided by –
\n(The total number of grade ten students tested)
\nStudent Groups:
\nA student is defined as SED if the student was eligible for the FRPM program (also known as the NSLP), migrant, foster youth or homeless, or neither of the student’s parents was a high school graduate.
","dataSources":"Data are provided by the CDE.
\nThe CAHSEE is used as a graduation requirement in California. The CAHSEE has an ELA section and a mathematics section.
\nCAHSEE data on ELA and mathematics is provided by performance level for each required student group.
\nThe CAHSEE calculations include grade ten students only. These counts exclude all grade eleven and twelve students.
\nNote: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
","url":"/Sections/GradeTenRecent","description":null,"printUrl":"/Sarc/GradeTenRecent","sortOrder":22,"isNotRequired":false,"yearId":7},{"sectionId":4,"title":"California Physical Fitness Test Results ","id":26,"legalRequirements":"EC Section 33126 (b)(1)(B)
\nEC Section 35256
\nEC Section 60800
","definitions":"For the SARC reporting year (2018–19), the percentage of students scoring in the healthy fitness zone on four of six, five of six, and six of six fitness standards on the Physical Fitness Test (PFT). Data are reported at the school level by grades five, seven, and nine.
\nThe formula for the percent of students meeting fitness standards, by grade, by the number of standards is:
\n(The number of students meeting the number of fitness standards)
\n– divided by –
\n(The total number of students tested)
","dataSources":"Data are provided by the CDE.
\nThe source of the data is the PFT test results.
\nDetailed information regarding this test, and comparisons of a school’s test results to the LEA and state levels, may be found on the CDE PFT web page at https://www.cde.ca.gov/ta/tg/pf/.
\nNote: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
","url":"/Sections/Physical","description":null,"printUrl":"/Sarc/Physical","sortOrder":23,"isNotRequired":false,"yearId":11},{"sectionId":4,"title":"Academic Performance Index Ranks – Three-Year Comparison","id":27,"legalRequirements":"EC Section 33126 (b)(13)
EC Section 52056 (a)
","definitions":"Three years (2010–11, 2011–12, and 2012–13) of the Academic Performance Index (API) statewide and similar schools rank.
\nThe statewide and similar schools API ranks range from 1 to 10 and are established by school type (e.g., elementary, middle and high). A statewide rank of 1 for an elementary school means that the school has an API score in the lowest ten percent of all elementary schools in the state, while a statewide rank of 10 means that the school has an API score in the highest ten percent of all elementary schools in the state. The similar schools API rank reflects how a school compares to 100 schools, of the same type, with similar levels of opportunities and challenges based on 22 characteristics. A similar schools rank of 1 means that the school's academic performance is in the lowest ten percent of the 100 similar schools, while a similar schools rank of 10 means that the school's academic performance is in the top 10 percent of the 100 other similar schools.
\nEC Section 52056(a) requiring API ranking of schools was repealed, effective July 1, 2013. As a result, beginning in 2014 and beyond, statewide and similar school rankings will no longer be produced. The 2015–16 SARC Report and subsequent SARC Reports will be amended to comply with current state requirements.
\n\n","dataSources":"Data are provided by the CDE.
\nFor the most recent three-year period, the school:
\nData are reported on the Base API Report and may be obtained on the CDE API Web page at http://www.cde.ca.gov/ta/ac/ap/.
","url":"/Sections/ApiThree","description":null,"printUrl":"/Sarc/ApiThree","sortOrder":24,"isNotRequired":true,"yearId":0},{"sectionId":4,"title":"Academic Performance Index Growth by Student Group – Three-Year Comparison","id":28,"legalRequirements":null,"definitions":"To view the Guidelines for this Section, refer to the Data Element Definitions document located on the CDE SARC Web page at http://www.cde.ca.gov/ta/ac/sa/. The Data Element Definitions document contains the guidelines for each section/table of the SARC template. ","dataSources":null,"url":"/Sections/ApiThreeGrowth","description":null,"printUrl":"/Sarc/ApiThreeGrowth","sortOrder":25,"isNotRequired":true,"yearId":0},{"sectionId":2,"title":"School Photos","id":41,"legalRequirements":null,"definitions":null,"dataSources":null,"url":"/Sections/Photos","description":null,"printUrl":"/Sarc/Welcome","sortOrder":2,"isNotRequired":true,"yearId":0},{"sectionId":6,"title":"Adequate Yearly Progress Overall and by Criteria","id":31,"legalRequirements":"Public Law 107-110 Section 1111 (h)(1)(C)(vii)
\nPublic Law 107-110 Section 1111 (h)(2)(B)(i)(I)
","definitions":"For the SARC reporting year, indication of whether the school, LEA, and state made AYP overall (met all criteria, met criteria through alternative methods, or received an approved appeal).
\nESEA requires that all students perform at or above the proficient level on the state's standards-based assessment by 2014. Prior to 2014, to achieve this goal and meet annual requirements for improved performance, schools and LEAs had to improve each year according to set requirements.
\nOn May 19, 2015, the U.S. Department of Education approved California’s one-year waiver request to not use the Smarter Balanced Summative Assessments results to make 2015 AYP determinations. As a result, to make AYP overall, in 2015 schools and LEAs are required to meet or exceed criteria in each of the following:
\nThe participation rate, attendance rate, and graduation rate criteria apply at the school and LEA levels.
","dataSources":"Data are provided by the CDE.
\nData, including student group results, may be obtained on the CDE AYP Web page at http://www.cde.ca.gov/ta/ac/ay/.
","url":"/Sections/Progress","description":null,"printUrl":"/Sarc/Progress","sortOrder":1,"isNotRequired":false,"yearId":7},{"sectionId":6,"title":"Federal Intervention Program","id":32,"legalRequirements":"Public Law 107-110 Section 1111 (h)(2)(B)(i)(I)
\nPublic Law 107-110 Section 1111 (h)(2)(B)(ii)(I)
","definitions":"Provide the following information for school year 2017–18.
\nProgram Improvement Status: Indicates whether a school or LEA has been designated as Program Improvement (PI).
\nFirst Year of Program Improvement: The first school year that a school or LEA implemented the required ESEA services and/or interventions.
\nYear in Program Improvement: The PI placement under ESEA (e.g., Year 1, Year 2, Year 3, Year 4, Year 5, or Not in PI for schools; Year 1, Year 2, Year 3, or Not in PI for LEAs).
\nNumber of Schools Currently in Program Improvement: The number of schools currently in PI within the LEA. This data element only applies to LEAs.
\nPercent of Schools Currently in Program Improvement: The number of schools currently in PI within the LEA divided by the total number of Title I schools within the LEA. This data element only applies to LEAs.
","dataSources":"Data are provided by the CDE.
\nDue to the flexibility allowed by the Every Student Succeeds Act (ESSA) that became law in December 2015 and reauthoized the ESEA, no LEA or school will be newly identified for PI in the 2017–18 school year. LEAs and schools that received Title I, Part A funds for the 2016–17 school year and were \"In PI\" in the 2016–17 school year will retain their same PI status and placement year for 2017–18. California elected not to require LEAs and schools to provide Supplemental Educational Services and Choice for the 2017–18 school year, as defined in Section 1116 of the ESEA.
\nLEAs and schools that received Title I, Part A funds for the 2016–17 school year and either had a status of \"Not in PI\" for the 2016–17 school year or did not receive Title I, Part A funds for the 2015–16 school year will have a status of \"Not in PI\" for the 2017–18 school year.
\nThe data source for Title I information for schools is the Title I, Part A, School Allocations from the Consolidated Application (ConApp). The data source for the Title I information for LEAs and direct-funded charter schools is the Schedule of Title I, Part A, Final Entitlements. Direct-funded charter schools are not included in LEA figures.
","url":"/Sections/Intervention","description":null,"printUrl":"/Sarc/Intervention","sortOrder":2,"isNotRequired":false,"yearId":9},{"sectionId":5,"title":"Dropout Rate and Graduation Rate (Four-Year Cohort Rate)","id":33,"legalRequirements":"EC Section 33126 (b)(2)
\nPublic Law 107-110 Section 1111 (h)(1)(C)(vi)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
","definitions":"Dropout Rate – The high school dropout rates are calculated for the 2016–2017, 2017–2018, and 2018–2019 school school years using the following cohort dropout rate formula:
\n(Number of cohort members who dropout by the end of year 4 in the cohort)
\n– divided by –
\n(Number of first-time grade 9 students in year 1 [starting cohort] plus students who transfer in, minus students who transfer out, emigrate, or die during school years 1, 2, 3, and 4)
\nFor comparison purposes, data are also provided at the LEA and state levels.
\n
Graduation Rate – The high school graduation rates are calculated for the 2016–2017, 2017–2018, and 2018–2019 school years using the following cohort graduation rate formula:
(Number of cohort members who earned a regular high school diploma by the end of year 4 in the cohort)
– divided by –
(Number of first-time grade 9 students in year 1 [starting cohort] plus students who transfer in, minus students who transfer out, emigrate, or die during school years 1, 2, 3, and 4)
\n
For comparison purposes, data are also provided at the LEA and state levels.
","dataSources":"Data are provided by the CDE.
\nDropout Rate and Graduation Rate data are sourced from CALPADS.
","url":"/Sections/Dropout","description":null,"printUrl":"/Sarc/Dropout","sortOrder":2,"isNotRequired":false,"yearId":1},{"sectionId":5,"title":"Completion of High School Graduation Requirements - Graduating Class of 2017 (One-Year Rate)","id":34,"legalRequirements":"EC Section 33126 (b)(14)
","definitions":"The percent of students in the school’s most recent certified graduating class that met all state and local graduation requirements for grade twelve completion. Data are provided at the school, LEA, and state levels for all students and for those student groups for which numerically significant data are reported by the CDE.
\nThe formula for the completion of graduation requirements is:
\n(The total number of students who met all graduation requirements)
\n— divided by —
\n(The total number of students enrolled in grade 12 at the time of the Fall Census Day [first Wednesday in October])
","dataSources":"Data are provided by the CDE.
\nThe source of the data is the certified CALPADS Fall 1 data.
\nInformation regarding high school graduation requirements may be found on the CDE State Minimum Course Requirements web page at https://www.cde.ca.gov/ci/gs/hs/hsgrmin.asp and on the CDE High School Graduation Requirements web page at https://www.cde.ca.gov/ci/gs/hs/cefhsgradreq.asp.
","url":"/Sections/Completion","description":null,"printUrl":"/Sarc/Completion","sortOrder":3,"isNotRequired":false,"yearId":10},{"sectionId":4,"title":"Career Technical Education (CTE) Programs","id":35,"legalRequirements":"EC sections 33126 (b)(15)(A) and (B)
","definitions":"For the SARC reporting year (2020–2021). This section contains a listing of Career Technical Education (CTE) programs offered by the LEA during the SARC reporting year in which pupils at the school may participate and that are aligned to the applicable model curriculum standards; a list of CTE program sequences offered by the LEA, the list should identify courses conducted by a Regional Occupational Center or Program (ROCP), and those conducted directly by the LEA; and a listing of the primary representative of the LEA’s career technical advisory committee and the industries represented on the committee.
","dataSources":"Narrative is developed and provided by the LEA.
\nInclude a description of the size and scope of the CTE programs and courses offered:
\nAlso include a description of how these programs and classes support academic achievement, including:
\nInclude a description of steps the school takes to assure equitable access and successful outcomes for all students in career technical programs and courses by:
\nInclude a description of the outcomes or criteria utilized by the school to measure the effectiveness of these programs and courses, such as:
\nAdditional guidance for reporting on this data element may be obtained on the CDE Perkins web page at https://www.cde.ca.gov/ci/ct/pk/.
","url":"/Sections/Career","description":null,"printUrl":"/Sarc/Career","sortOrder":18,"isNotRequired":false,"yearId":1},{"sectionId":4,"title":"Career Technical Education (CTE) Participation","id":36,"legalRequirements":"EC sections 33126 (b)(15)(C), (D), and (E)
","definitions":"For the SARC reporting year (2020–2021), the CTE measures, including the number of pupils participating in CTE; the percent of pupils that complete a CTE program and earn a high school diploma; and the percent of CTE courses that are sequenced or articulated between the school and institutions of postsecondary education.
\nThe formula for the percent of pupils that completed a CTE program and graduated is:
\n(The unduplicated count of pupils that completed one or more CTE programs and graduated)
\n– divided by –
\n(The total number of pupils [grades 9 through 12] that completed a CTE program)
\n\n
The formula for the percent of CTE courses that are sequenced or articulated between the school and institutions of postsecondary education is:
\n(The number of CTE courses that are sequenced or articulated)
\n– divided by –
\n(The total number of CTE courses offered at the school)
","dataSources":"Data are provided by the CDE.
\nStatistical data may be found in the annual Career Technical Education Enrollment and Program Completion Report.
\nTotal number of pupils participating in CTE - are the non-duplicated counts as a result of pupils participating in more than one CTE program. Other data available on outcomes of the school's CTE programs, including data from related programs, such as the Workforce Investment Act, may also be provided.
\nCTE Sequenced Courses - two or more courses that are intended to be taken in consecutive order to fulfill a program requirement.
\nCTE Articulated Courses - courses that are part of an agreement between the high school and institutions of postsecondary education that aligns curriculum and instruction to provide a seamless transition from high school to the institution of postsecondary education in a career pathway.
\nCTE program information is available on the CDE Perkins web page at https://www.cde.ca.gov/ci/ct/pk/.
","url":"/Sections/CareerParticipation","description":null,"printUrl":"/Sarc/CareerParticipation","sortOrder":19,"isNotRequired":false,"yearId":1},{"sectionId":6,"title":"Advanced Placement (AP) Courses","id":37,"legalRequirements":"EC Section 33126 (b)(12)
","definitions":"For the SARC reporting year (2019–2020), this section includes the number of AP courses offered with student enrollment, by subject. The number of AP courses offered is calculated by counting unique AP courses with one or more students enrolled.
\nAlso required is the percent of students in all AP courses at the school.
\nThe formula for percent of students in AP courses is:
\n(The total number of unduplicated students enrolled in the total AP Courses at the time of the Fall Census Day [first Wednesday in October])
\n- divided by -
\n(The total number of unduplicated students enrolled in the school at the time of the Fall Census Day [first Wednesday in October])
","dataSources":"Data are provided by the CDE.
\nThe source of the data is the certified CALPADS Fall 2 data.
\nA report may be generated from the CDE DataQuest web page at https://dq.cde.ca.gov/dataquest/.
\nLEAs may also report in a separate table their International Baccalaureate (IB) courses offered, by subject; the title and number of IB classes offered in each subject area; and the student enrollment levels in IB classes.
","url":"/Sections/Advanced","description":null,"printUrl":"/Sarc/Advanced","sortOrder":9,"isNotRequired":false,"yearId":1},{"sectionId":6,"title":"Professional Development","id":38,"legalRequirements":"EC Section 33126 (b)(9)
","definitions":"For the most recent three school years (2016–17, 2017–18, and 2018–19), the annual number of school days dedicated to staff development.
","dataSources":"Narrative is developed and provided by the LEA.
\nHow the following teachers and staff participate in staff development and continuous professional growth to help them improve instruction:
\nQuestions that may be answered include:
\nEC Section 33126 (b)(1)(A)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
\n","definitions":"
For the SARC reporting year testing period, the percent of students by student group, scoring proficient or advanced in CST for Science.
\nThe formula for the percent of students scoring proficient or advanced by student group is:
\n(The number of students scoring proficient or advanced)
\n– divided by –
\n(The total number of students tested)
\nStudent Groups:
\nA student is defined as SED if the student was eligible for the FRPM program (also known as the NSLP), migrant, foster youth or homeless, or neither of the student’s parents was a high school graduate.
","dataSources":"Data are provided by the CDE.
\nThe source of the data is the CAASPP test results, including results from the CST, the CMA, and the CAPA for science in grades five, eight, and ten.
\nDetailed information regarding the CAASPP Program science results for each grade and performance level can be found on the CDE CAASPP Results Web page at http://caaspp.cde.ca.gov.
\nNote: Data shared in the table may differ from the AYP data because of the difference in inclusion and exclusion requirements. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement levels.
\nMore information about the CAASPP system can be found on the CDE CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/Science","description":null,"printUrl":"/Facility/Overall","sortOrder":17,"isNotRequired":false,"yearId":7},{"sectionId":4,"title":"CAASPP Test Results in Science for All Students","id":46,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
","definitions":"For the two-year period (2014–15 and 2015–16) of school, LEA, and state information on the percent of students scoring at proficient or advanced on the CAASPP test in Science for grades five, eight, and ten.
\nThe formula for the percent of students scoring proficient or advanced by year is:
\n(The number of students scoring at proficient or advanced)
\n– divided by –
\n(The total number of students with valid scores)
","dataSources":"Data are provided by the CDE.
\nThe source of the data is CAASPP test in CST for Science results in grades five, eight, and ten.
\nNote: Inclusion and exclusion rules are different for the SARC than for other public assessment reports. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement levels.
\nMore information about the CAASPP system can be found on the CDE CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/ScienceThree","description":null,"printUrl":"/Facility/Overall","sortOrder":16,"isNotRequired":false,"yearId":9},{"sectionId":4,"title":"CAASPP Test Results in Science by Student Group","id":61,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
\n","definitions":"
For the SARC reporting year (2015–16) testing period, the percent of students by student group, total enrollment, number of students with valid scores, percent of students with valid scores, and percent proficient or advanced in CAASPP Science, grades five, eight, and ten.
\nThe formula for the percent of students scoring at proficient or advanced by student group is:
\n(The number of students scoring at proficient or advanced)
\n– divided by –
\n(The total number of students with valid scores)
\nStudent Groups:
\nSocioeconomically Disadvantaged students are defined as students: (1) who are eligible for the FRPM program (also known as the National School Lunch Program or NSLP), or have a direct certification for FRPMs, or (2) who are migrant, homeless, or foster youth, or (3) where neither of the parents were a high school graduate.
","dataSources":"Data are provided by the CDE.
\nThe source of the data is the CAASPP Science test results, in grades five, eight, and ten.
\nDetailed information regarding the CAASPP Program Science results for each grade and achievement standards can be found on the CDE CAASPP Results Web page at http://caaspp.cde.ca.gov.
\nNote: Data shared in the table may differ from the AYP data because of the difference in inclusion and exclusion requirements. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement standards.
\nMore information about the CAASPP system can be found on the CDE CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/ScienceNew","description":null,"printUrl":"/Facility/Overall","sortOrder":17,"isNotRequired":false,"yearId":8},{"sectionId":4,"title":"CAASPP Test Results - English Language Arts (ELA) Grade 3","id":62,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year (2015–16) testing period, the percent of students by student group, total enrollment, number tested, percent tested, and percent met or exceeded in CAASPP ELA, grades three through eight and grade eleven.
\nStudent Groups:
\nSocioeconomically Disadvantaged students are defined as students: (1) who are eligible for the FRPM program (also known as the National School Lunch Program or NSLP), or have a direct certification for FRPMs, or (2) who are migrant, homeless, or foster youth, or (3) where neither of the parents were a high school graduate.
","dataSources":"Data are provided by the CDE.
\nThe source of the data is CAASPP test results, including results from the Smarter Balanced Assessment and the California Alternate Assessment (CAA) for ELA/literacy in grades three through eight and grade eleven.
\nDetailed information regarding the 2016 CAASPP results for each grade and achievement standards can be found on the CDE CAASPP Results Web page at http://caaspp.cde.ca.gov/.
\nNote: Data shared in the table may differ from the Adequate Yearly Progress (AYP) data because of the difference in inclusion and exclusion requirements. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn the 2015–16 school year, the CAASPP consists of several key components, including:
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement standards.
\nMore information about the CAASPP system can be found on the CDE CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/CaaSppNew?gradeId=3&subject=ELA","description":null,"printUrl":"/Sarc/CaaSppNew?gradeId=3&subject=ELA","sortOrder":2,"isNotRequired":false,"yearId":8},{"sectionId":4,"title":"CAASPP Test Results - English Language Arts (ELA) Grade 4","id":63,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year (2015–16) testing period, the percent of students by student group, total enrollment, number tested, percent tested, and percent met or exceeded in CAASPP ELA, grades three through eight and grade eleven.
\nStudent Groups:
\nSocioeconomically Disadvantaged students are defined as students: (1) who are eligible for the FRPM program (also known as the National School Lunch Program or NSLP), or have a direct certification for FRPMs, or (2) who are migrant, homeless, or foster youth, or (3) where neither of the parents were a high school graduate.
","dataSources":"Data are provided by the CDE.
\nThe source of the data is CAASPP test results, including results from the Smarter Balanced Assessment and the California Alternate Assessment (CAA) for ELA/literacy in grades three through eight and grade eleven.
\nDetailed information regarding the 2016 CAASPP results for each grade and achievement standards can be found on the CDE CAASPP Results Web page at http://caaspp.cde.ca.gov/.
\nNote: Data shared in the table may differ from the Adequate Yearly Progress (AYP) data because of the difference in inclusion and exclusion requirements. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn the 2015–16 school year, the CAASPP consists of several key components, including:
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement standards.
\nMore information about the CAASPP system can be found on the CDE CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/CaaSppNew?gradeId=4&subject=ELA","description":null,"printUrl":"/Sarc/CaaSppNew?gradeId=4&subject=ELA","sortOrder":3,"isNotRequired":false,"yearId":8},{"sectionId":4,"title":"CAASPP Test Results - English Language Arts (ELA) Grade 5","id":64,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year (2015–16) testing period, the percent of students by student group, total enrollment, number tested, percent tested, and percent met or exceeded in CAASPP ELA, grades three through eight and grade eleven.
\nStudent Groups:
\n
Socioeconomically Disadvantaged students are defined as students: (1) who are eligible for the FRPM program (also known as the National School Lunch Program or NSLP), or have a direct certification for FRPMs, or (2) who are migrant, homeless, or foster youth, or (3) where neither of the parents were a high school graduate.
Data are provided by the CDE.
\nThe source of the data is CAASPP test results, including results from the Smarter Balanced Assessment and the California Alternate Assessment (CAA) for ELA/literacy in grades three through eight and grade eleven.
\nDetailed information regarding the 2016 CAASPP results for each grade and achievement standards can be found on the CDE CAASPP Results Web page at http://caaspp.cde.ca.gov/.
\nNote: Data shared in the table may differ from the Adequate Yearly Progress (AYP) data because of the difference in inclusion and exclusion requirements. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn the 2015–16 school year, the CAASPP consists of several key components, including:
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement standards.
\nMore information about the CAASPP system can be found on the CDE CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/CaaSppNew?gradeId=5&subject=ELA","description":null,"printUrl":"/Sarc/CaaSppNew?gradeId=5&subject=ELA","sortOrder":4,"isNotRequired":false,"yearId":8},{"sectionId":4,"title":"CAASPP Test Results - English Language Arts (ELA) Grade 6","id":65,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year (2015–16) testing period, the percent of students by student group, total enrollment, number tested, percent tested, and percent met or exceeded in CAASPP ELA, grades three through eight and grade eleven.
\nStudent Groups:
\nSocioeconomically Disadvantaged students are defined as students: (1) who are eligible for the FRPM program (also known as the National School Lunch Program or NSLP), or have a direct certification for FRPMs, or (2) who are migrant, homeless, or foster youth, or (3) where neither of the parents were a high school graduate.
","dataSources":"Data are provided by the CDE.
\nThe source of the data is CAASPP test results, including results from the Smarter Balanced Assessment and the California Alternate Assessment (CAA) for ELA/literacy in grades three through eight and grade eleven.
\nDetailed information regarding the 2016 CAASPP results for each grade and achievement standards can be found on the CDE CAASPP Results Web page at http://caaspp.cde.ca.gov/.
\nNote: Data shared in the table may differ from the Adequate Yearly Progress (AYP) data because of the difference in inclusion and exclusion requirements. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn the 2015–16 school year, the CAASPP consists of several key components, including:
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement standards.
\nMore information about the CAASPP system can be found on the CDE CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/CaaSppNew?gradeId=6&subject=ELA","description":null,"printUrl":"/Sarc/CaaSppNew?gradeId=6&subject=ELA","sortOrder":5,"isNotRequired":false,"yearId":8},{"sectionId":4,"title":"CAASPP Test Results - English Language Arts (ELA) Grade 7","id":66,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year (2015–16) testing period, the percent of students by student group, total enrollment, number tested, percent tested, and percent met or exceeded in CAASPP ELA, grades three through eight and grade eleven.
\nStudent Groups:
\nSocioeconomically Disadvantaged students are defined as students: (1) who are eligible for the FRPM program (also known as the National School Lunch Program or NSLP), or have a direct certification for FRPMs, or (2) who are migrant, homeless, or foster youth, or (3) where neither of the parents were a high school graduate.
","dataSources":"Data are provided by the CDE.
\nThe source of the data is CAASPP test results, including results from the Smarter Balanced Assessment and the California Alternate Assessment (CAA) for ELA/literacy in grades three through eight and grade eleven.
\nDetailed information regarding the 2016 CAASPP results for each grade and achievement standards can be found on the CDE CAASPP Results Web page at http://caaspp.cde.ca.gov/.
\nNote: Data shared in the table may differ from the Adequate Yearly Progress (AYP) data because of the difference in inclusion and exclusion requirements. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn the 2015–16 school year, the CAASPP consists of several key components, including:
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement standards.
\nMore information about the CAASPP system can be found on the CDE CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/CaaSppNew?gradeId=7&subject=ELA","description":null,"printUrl":"/Sarc/CaaSppNew?gradeId=7&subject=ELA","sortOrder":6,"isNotRequired":false,"yearId":8},{"sectionId":4,"title":"CAASPP Test Results - English Language Arts (ELA) Grade 8","id":67,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year testing period, the percent of students by student group, total enrollment, number tested, percent tested, and percent met or exceeded in CAASPP ELA, grades three through eight and grade eleven.
\nStudent Groups:
\nSocioeconomically Disadvantaged students are defined as students: (1) who are eligible for the FRPM program (also known as the National School Lunch Program or NSLP), or have a direct certification for FRPMs, or (2) who are migrant, homeless, or foster youth, or (3) where neither of the parents were a high school graduate.
","dataSources":"Data are provided by the CDE.
\nThe source of the data is CAASPP test results, including results from the Smarter Balanced Assessment and the California Alternate Assessment (CAA) for ELA/literacy in grades three through eight and grade eleven.
\nDetailed information regarding the 2016 CAASPP results for each grade and achievement standards can be found on the CDE CAASPP Results Web page at http://caaspp.cde.ca.gov/.
\nNote: Data shared in the table may differ from the Adequate Yearly Progress (AYP) data because of the difference in inclusion and exclusion requirements. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn the 2015–16 school year, the CAASPP consists of several key components, including:
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement standards.
\nMore information about the CAASPP system can be found on the CDE CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/CaaSppNew?gradeId=8&subject=ELA","description":"CAASPP Assessment Results - English Language Arts (ELA)
\nDisaggregated by Student Groups, Grades Three Through Eight and Grade Eleven
\nELA - Grade 8
","printUrl":"/Sarc/CaaSppNew?gradeId=8&subject=ELA","sortOrder":7,"isNotRequired":false,"yearId":8},{"sectionId":4,"title":"CAASPP Test Results - English Language Arts (ELA) Grade 11","id":68,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year (2015–16) testing period, the percent of students by student group, total enrollment, number tested, percent tested, and percent met or exceeded in CAASPP ELA, grades three through eight and grade eleven.
\nStudent Groups:
\n
Socioeconomically Disadvantaged students are defined as students: (1) who are eligible for the FRPM program (also known as the National School Lunch Program or NSLP), or have a direct certification for FRPMs, or (2) who are migrant, homeless, or foster youth, or (3) where neither of the parents were a high school graduate.
\n
","dataSources":"
Data are provided by the CDE.
\nThe source of the data is CAASPP test results, including results from the Smarter Balanced Assessment and the California Alternate Assessment (CAA) for ELA/literacy in grades three through eight and grade eleven.
\nDetailed information regarding the 2016 CAASPP results for each grade and achievement standards can be found on the CDE CAASPP Results Web page at http://caaspp.cde.ca.gov/.
\nNote: Data shared in the table may differ from the Adequate Yearly Progress (AYP) data because of the difference in inclusion and exclusion requirements. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn the 2015–16 school year, the CAASPP consists of several key components, including:
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement standards.
\nMore information about the CAASPP system can be found on the CDE CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/CaaSppNew?gradeId=11&subject=ELA","description":"CAASPP Assessment Results - English Language Arts (ELA)
\nDisaggregated by Student Groups, Grades Three Through Eight and Grade Eleven
\nELA - Grade 11
","printUrl":"/Sarc/CaaSppNew?gradeId=11&subject=ELA","sortOrder":8,"isNotRequired":false,"yearId":8},{"sectionId":4,"title":"CAASPP Test Results - Mathematics Grade 3","id":69,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year (2015–16) testing period, the percent of students by student group, total enrollment, number tested, percent tested, and percent met or exceeded in CAASPP mathematics, grades three through eight and grade eleven.
\nStudent Groups:
\n
Socioeconomically Disadvantaged students are defined as students: (1) who are eligible for the FRPM program (also known as the National School Lunch Program or NSLP), or have a direct certification for FRPMs, or (2) who are migrant, homeless, or foster youth, or (3) where neither of the parents were a high school graduate.
\n
","dataSources":"
Data are provided by the CDE.
\nThe source of the data is CAASPP test results, including results from the Smarter Balanced Assessment and the CAA for mathematics in grades three through eight and grade eleven.
\nDetailed information regarding the 2016 CAASPP results for Smarter Balanced mathematics for each grade and achievement standards can be found on the CDE CAASPP Results Web page at http://caaspp.cde.ca.gov/.
\nNote: Data shared in the table may differ from the AYP data because of the difference in inclusion and exclusion requirements. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn the 2015–16 school year, the CAASPP consists of several key components, including:
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement standards.
\nMore information about the CAASPP system can be found on the CDE CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/CaaSppNew?gradeId=3&subject=Mathematics","description":"CAASPP Test Results in Mathematics
\nDisaggregated by Student Group, Grades Three Through Eight and Grade Eleven
\nMathematics - Grade 3
","printUrl":"/Sarc/CaaSppNew?gradeId=3&subject=Mathematics","sortOrder":9,"isNotRequired":false,"yearId":8},{"sectionId":4,"title":"CAASPP Test Results - Mathematics Grade 5","id":70,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year testing period, the percent of students by student group, total enrollment, number tested, percent tested, and percent met or exceeded in CAASPP mathematics, grades three through eight and grade eleven.
\nStudent Groups:
\nSocioeconomically Disadvantaged students are defined as students: (1) who are eligible for the FRPM program (also known as the National School Lunch Program or NSLP), or have a direct certification for FRPMs, or (2) who are migrant, homeless, or foster youth, or (3) where neither of the parents were a high school graduate.
\n\n
","dataSources":"
Data are provided by the CDE.
\nThe source of the data is CAASPP test results, including results from the Smarter Balanced Assessment and the CAA for mathematics in grades three through eight and grade eleven.
\nDetailed information regarding the 2016 CAASPP results for Smarter Balanced mathematics for each grade and achievement standards can be found on the CDE CAASPP Results Web page at http://caaspp.cde.ca.gov/.
\nNote: Data shared in the table may differ from the AYP data because of the difference in inclusion and exclusion requirements. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn the 2015–16 school year, the CAASPP consists of several key components, including:
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement standards.
\nMore information about the CAASPP system can be found on the CDE CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/CaaSppNew?gradeId=5&subject=Mathematics","description":"CAASPP Test Results in Mathematics
\nDisaggregated by Student Group, Grades Three Through Eight and Grade Eleven
\nMathematics - Grade 5
","printUrl":"/Sarc/CaaSppNew?gradeId=5&subject=Mathematics","sortOrder":11,"isNotRequired":false,"yearId":8},{"sectionId":4,"title":"CAASPP Test Results - Mathematics Grade 6","id":71,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year (2015–16) testing period, the percent of students by student group, total enrollment, number tested, percent tested, and percent met or exceeded in CAASPP mathematics, grades three through eight and grade eleven.
\nStudent Groups:
\n
Socioeconomically Disadvantaged students are defined as students: (1) who are eligible for the FRPM program (also known as the National School Lunch Program or NSLP), or have a direct certification for FRPMs, or (2) who are migrant, homeless, or foster youth, or (3) where neither of the parents were a high school graduate.
Data are provided by the CDE.
\nThe source of the data is CAASPP test results, including results from the Smarter Balanced Assessment and the CAA for mathematics in grades three through eight and grade eleven.
\nDetailed information regarding the 2016 CAASPP results for Smarter Balanced mathematics for each grade and achievement standards can be found on the CDE CAASPP Results Web page at http://caaspp.cde.ca.gov/.
\nNote: Data shared in the table may differ from the AYP data because of the difference in inclusion and exclusion requirements. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn the 2015–16 school year, the CAASPP consists of several key components, including:
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement standards.
\nMore information about the CAASPP system can be found on the CDE CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/CaaSppNew?gradeId=6&subject=Mathematics","description":"CAASPP Test Results in Mathematics
\nDisaggregated by Student Group, Grades Three Through Eight and Grade Eleven
\nMathematics - Grade 6
","printUrl":"/Sarc/CaaSppNew?gradeId=6&subject=Mathematics","sortOrder":12,"isNotRequired":false,"yearId":8},{"sectionId":4,"title":"CAASPP Test Results - Mathematics Grade 7","id":72,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year (2015–16) testing period, the percent of students by student group, total enrollment, number tested, percent tested, and percent met or exceeded in CAASPP mathematics, grades three through eight and grade eleven.
\nStudent Groups:
\nSocioeconomically Disadvantaged students are defined as students: (1) who are eligible for the FRPM program (also known as the National School Lunch Program or NSLP), or have a direct certification for FRPMs, or (2) who are migrant, homeless, or foster youth, or (3) where neither of the parents were a high school graduate.
\n\n
","dataSources":"
Data are provided by the CDE.
\nThe source of the data is CAASPP test results, including results from the Smarter Balanced Assessment and the CAA for mathematics in grades three through eight and grade eleven.
\nDetailed information regarding the 2016 CAASPP results for Smarter Balanced mathematics for each grade and achievement standards can be found on the CDE CAASPP Results Web page at http://caaspp.cde.ca.gov/.
\nNote: Data shared in the table may differ from the AYP data because of the difference in inclusion and exclusion requirements. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn the 2015–16 school year, the CAASPP consists of several key components, including:
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement standards.
\nMore information about the CAASPP system can be found on the CDE CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/CaaSppNew?gradeId=7&subject=Mathematics","description":"CAASPP Test Results in Mathematics
\nDisaggregated by Student Group, Grades Three Through Eight and Grade Eleven
\nMathematics - Grade 7
","printUrl":"/Sarc/CaaSppNew?gradeId=7&subject=Mathematics","sortOrder":13,"isNotRequired":false,"yearId":8},{"sectionId":4,"title":"CAASPP Test Results - Mathematics Grade 8","id":73,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year (2015–16) testing period, the percent of students by student group, total enrollment, number tested, percent tested, and percent met or exceeded in CAASPP mathematics, grades three through eight and grade eleven.
\nStudent Groups:
\n
Socioeconomically Disadvantaged students are defined as students: (1) who are eligible for the FRPM program (also known as the National School Lunch Program or NSLP), or have a direct certification for FRPMs, or (2) who are migrant, homeless, or foster youth, or (3) where neither of the parents were a high school graduate.
\n
","dataSources":"
Data are provided by the CDE.
\nThe source of the data is CAASPP test results, including results from the Smarter Balanced Assessment and the CAA for mathematics in grades three through eight and grade eleven.
\nDetailed information regarding the 2016 CAASPP results for Smarter Balanced mathematics for each grade and achievement standards can be found on the CDE CAASPP Results Web page at http://caaspp.cde.ca.gov/.
\nNote: Data shared in the table may differ from the AYP data because of the difference in inclusion and exclusion requirements. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn the 2015–16 school year, the CAASPP consists of several key components, including:
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement standards.
\nMore information about the CAASPP system can be found on the CDE CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/CaaSppNew?gradeId=8&subject=Mathematics","description":"CAASPP Test Results in Mathematics
\nDisaggregated by Student Group, Grades Three Through Eight and Grade Eleven
\nMathematics - Grade 8
","printUrl":"/Sarc/CaaSppNew?gradeId=8&subject=Mathematics","sortOrder":14,"isNotRequired":false,"yearId":8},{"sectionId":4,"title":"CAASPP Test Results - Mathematics Grade 11","id":74,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year (2015–16) testing period, the percent of students by student group, total enrollment, number tested, percent tested, and percent met or exceeded in CAASPP mathematics, grades three through eight and grade eleven.
\nStudent Groups:
\n
Socioeconomically Disadvantaged students are defined as students: (1) who are eligible for the FRPM program (also known as the National School Lunch Program or NSLP), or have a direct certification for FRPMs, or (2) who are migrant, homeless, or foster youth, or (3) where neither of the parents were a high school graduate.
\n
","dataSources":"
Data are provided by the CDE.
\nThe source of the data is CAASPP test results, including results from the Smarter Balanced Assessment and the CAA for mathematics in grades three through eight and grade eleven.
\nDetailed information regarding the 2016 CAASPP results for Smarter Balanced mathematics for each grade and achievement standards can be found on the CDE CAASPP Results Web page at http://caaspp.cde.ca.gov/.
\nNote: Data shared in the table may differ from the AYP data because of the difference in inclusion and exclusion requirements. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn the 2015–16 school year, the CAASPP consists of several key components, including:
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement standards.
\nMore information about the CAASPP system can be found on the CDE CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/CaaSppNew?gradeId=11&subject=Mathematics","description":"CAASPP Test Results in Mathematics
\nDisaggregated by Student Group, Grades Three Through Eight and Grade Eleven
\nMathematics - Grade 11
","printUrl":"/Sarc/CaaSppNew?gradeId=11&subject=Mathematics","sortOrder":15,"isNotRequired":false,"yearId":8},{"sectionId":4,"title":"CAASPP Test Results - Mathematics Grade 4","id":75,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year (2015–16) testing period, the percent of students by student group, total enrollment, number tested, percent tested, and percent met or exceeded in CAASPP mathematics, grades three through eight and grade eleven.
\nStudent Groups:
\n
Socioeconomically Disadvantaged students are defined as students: (1) who are eligible for the FRPM program (also known as the National School Lunch Program or NSLP), or have a direct certification for FRPMs, or (2) who are migrant, homeless, or foster youth, or (3) where neither of the parents were a high school graduate.
\n
","dataSources":"
Data are provided by the CDE.
\nThe source of the data is CAASPP test results, including results from the Smarter Balanced Assessment and the CAA for mathematics in grades three through eight and grade eleven.
\nDetailed information regarding the 2016 CAASPP results for Smarter Balanced mathematics for each grade and achievement standards can be found on the CDE CAASPP Results Web page at http://caaspp.cde.ca.gov/.
\nNote: Data shared in the table may differ from the AYP data because of the difference in inclusion and exclusion requirements. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn the 2015–16 school year, the CAASPP consists of several key components, including:
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement standards.
\nMore information about the CAASPP system can be found on the CDE CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/CaaSppNew?gradeId=4&subject=Mathematics","description":"CAASPP Test Results in Mathematics
\nDisaggregated by Student Group, Grades Three Through Eight and Grade Eleven
\nMathematics - Grade 4
","printUrl":"/Sarc/CaaSppNew?gradeId=4&subject=Mathematics","sortOrder":10,"isNotRequired":false,"yearId":8},{"sectionId":4,"title":"CAASPP Test Results - ELA by Student Group","id":76,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year (2016–17) testing period, the total enrollment, number tested, percent tested, and percent met or exceeded in CAASPP ELA by student group, grades three through eight and grade eleven.
\nStudent Groups:
\nELA test results include the Smarter Balanced Summative Assessment and the CAAs. The \"Percent Met or Exceeded\" is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who me the standard (i.e., achieved Level 3-Alternate) on the CAAs divided by the total number of students who participated in both assessments.
\nSocioeconomically Disadvantaged students are defined as students: (1) who are eligible for the FRPM program (also known as the National School Lunch Program, or NSLP), or have a direct certification for FRPMs, or (2) who are migrant, homeless, or foster youth, or (3) where neither of the parents were a high school graduate.
","dataSources":"Data are provided by the CDE.
\nThe source of the data is CAASPP test results, including results from the Smarter Balanced Assessment and the CAAs for ELA in grades three through eight and grade eleven.
\nDetailed information regarding the 2017 CAASPP results of ELA for each grade and achievement standards can be found on the CDE CAASPP Results Web page at http://caaspp.cde.ca.gov/.
\nNote: Inclusion and exclusion rules are different for the SARC than for other public assessment reports. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn the 2016–17 school year, the CAASPP consists of several key components, including:
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement standards.
\nMore information about the CAASPP system can be found on the CDE CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/CaaSppNew?gradeId=9&subject=ELA","description":"CAASPP Assessment Results - English Language Arts (ELA)
\nDisaggregated by Student Groups, Grades Three Through Eight and Grade Eleven
","printUrl":"/Sarc/CaaSppNewYr?gradeId=9&subject=ELA","sortOrder":2,"isNotRequired":false,"yearId":9},{"sectionId":4,"title":"CAASPP Test Results - Mathematics by Student Group","id":77,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year (2016–17) testing period, the total enrollment, number tested, percent tested, and percent met or exceeded in CAASPP mathematics by student group, grades three through eight and grade eleven.
\nStudent Groups:
\nMathematics test results include the Smarter Balanced Summative Assessment and the CAAs. The \"Percent Met or Exceeded\" is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3-Alternate) on the CAAs divided by the total number of students who participated in both assessments.
Socioeconomically Disadvantaged students are defined as students: (1) who are eligible for the FRPM program (also known as the National School Lunch Program, or NSLP), or have a direct certification for FRPMs, or (2) who are migrant, homeless, or foster youth, or (3) where neither of the parents were a high school graduate.
\n
","dataSources":"
Data are provided by the CDE.
\nThe source of the data is CAASPP test results, including results from the Smarter Balanced Assessment and the CAAs for mathematics in grades three through eight and grade eleven.
\nDetailed information regarding the 2017 CAASPP results of mathematics for each grade and achievement standards can be found on the CDE CAASPP Results Web page at http://caaspp.cde.ca.gov/.
\nNote: Inclusions and exclusion rules are different for the SARC than for other public assessment reports. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn the 2016–17 school year, the CAASPP consists of several key components, including:
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement standards.
\nMore information about the CAASPP system can be found on the CDE CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/CaaSppNew?gradeId=9&subject=Mathematics","description":"CAASPP Test Results in Mathematics
\nDisaggregated by Student Group, Grades Three Through Eight and Grade Eleven
","printUrl":"/Sarc/CaaSppNewYr?gradeId=9&subject=Mathematics","sortOrder":3,"isNotRequired":false,"yearId":9},{"sectionId":4,"title":"CAASPP Test Results in ELA by Student Group","id":78,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nESEA Section 1111 (h)(1)(C)
","definitions":"For students taking and completing a state administered assessment for the 2020–2021 testing period: the total enrollment, number tested, percent tested, percent not tested, and percent met or exceeded in CAASPP ELA by student group, grades three through eight and grade eleven.
\nStudent Groups:
\nELA test results include the Smarter Balanced Summative Assessment and the CAAs. The \"Percent Met or Exceeded\" is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who me the standard (i.e., achieved Level 3-Alternate) on the CAAs divided by the total number of students who participated in both assessments.
\nSocioeconomically Disadvantaged (SED) students are defined as students: (1) who are eligible for the FRPM program (also known as the National School Lunch Program, or NSLP), or have a direct certification for FRPMs, or (2) who are migrant, homeless, or foster youth, or (3) where neither of the parents were a high school graduate.
","dataSources":"Data are provided by the CDE.
\nThe CDE will populate this table for schools in cases where the school administered the CAASPP for ELA assessment.
\nThe CDE will populate this table with double dashes (--) when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn cases where the school administered a local assessment instead of CAASPP, the CDE will populate this table with “N/T” values, meaning this school did not test students using the CAASPP for ELA. See the local assessment(s) table for more information.
\nWhere the most viable option, LEAs were required to administer the statewide summative assessment in ELA. Where a statewide summative assessment was not the most viable option for the LEA (or for one or more grade-level[s] within the LEA) due to the pandemic, LEAs were allowed to report results from a different assessment that met the criteria established by the State Board of Education (SBE) on March 16, 2021 (https://www.cde.ca.gov/be/ag/ag/yr21/documents/mar21item02addendum.docx).
\nThe source of the data is CAASPP in ELA test results, including results from the Smarter Balanced Assessment and the CAAs for ELA in grades three through eight and grade eleven.
\nInformation regarding the CAASPP test results in ELA for each grade and achievement standards can be found on the CDE CAASPP-ELPAC Results website at https://caaspp-elpac.cde.ca.gov/.
\nInclusion and exclusion rules are different for the SARC than for other public assessment reports. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn the 2020–2021 school year, the CAASPP consists of several key components, including:
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement standards.
\nInformation about the CAASPP system can be found on the CDE CAASPP System web page at https://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/CaaSppNew?gradeId=13&subject=ELA","description":null,"printUrl":"/Sarc/CaaSppNewYr?gradeId=11&subject=ELA","sortOrder":2,"isNotRequired":false,"yearId":1},{"sectionId":4,"title":"CAASPP Test Results in Mathematics by Student Group","id":79,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nESEA Section 1111 (h)(1)(C)
","definitions":"For students taking and completing a state administered assessment for the 2020–2021 testing period: the total enrollment, number tested, percent tested, percent not tested, and percent met or exceeded in CAASPP mathematics by student group, grades three through eight and grade eleven.
\nStudent Groups:
\nMathematics test results include the Smarter Balanced Summative Assessment and the CAAs. The \"Percent Met or Exceeded\" is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3-Alternate) on the CAAs divided by the total number of students who participated in both assessments.
Socioeconomically Disadvantaged (SED) students are defined as students: (1) who are eligible for the FRPM program (also known as the National School Lunch Program, or NSLP), or have a direct certification for FRPMs, or (2) who are migrant, homeless, or foster youth, or (3) where neither of the parents were a high school graduate.
Data are provided by the CDE.
\nThe CDE will populate this table for schools in cases where the school administered the CAASPP for mathematics assessment.
\nThe CDE will populate this table with double dashes (--) when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn cases where the school administered a local assessment instead of CAASPP, the CDE will populate this table with “N/T” values, meaning this school did not test students using the CAASPP for mathematics. See the local assessment(s) table for more information.
\nWhere the most viable option, LEAs were required to administer the statewide summative assessment in mathematics. Where a statewide summative assessment was not the most viable option for the LEA (or for one or more grade-level[s] within the LEA) due to the pandemic, LEAs were allowed to report results from a different assessment that met the criteria established by the State Board of Education (SBE) on March 16, 2021 (https://www.cde.ca.gov/be/ag/ag/yr21/documents/mar21item02addendum.docx).
\nThe source of the data is CAASPP test results, including results from the Smarter Balanced Assessment and the CAAs for mathematics in grades three through eight and grade eleven.
\nInformation regarding the CAASPP results of mathematics for each grade and achievement standards can be found on the CDE CAASPP-ELPAC Results website at https://caaspp-elpac.cde.ca.gov/caaspp/.
\nInclusion and exclusion rules are different for the SARC than for other public assessment reports. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn the 2020–2021 school year, the CAASPP consists of several key components, including:
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement standards.
\nMore information about the CAASPP system can be found on the CDE CAASPP System web page at https://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/CaaSppNew?gradeId=13&subject=Mathematics","description":null,"printUrl":"/Sarc/CaaSppNewYr?gradeId=11&subject=Mathematics","sortOrder":3,"isNotRequired":false,"yearId":1},{"sectionId":6,"title":"Professional Development","id":81,"legalRequirements":"EC Section 33126 (b)(9)
","definitions":"For the most recent three school years (2018–2019, 2019–2020, and 2020–2021), the annual number of school days dedicated to staff development.
","dataSources":"Data to be provided by the LEA.
\nNumber of school days in each of the most recent three school years (2018–2019, 2019–2020, and 2020–2021), that were dedicated to teachers and staff in the development and continuous professional growth to help them improve instruction. Teachers and staff include:
\nProvide the number of school days for each year (regardless of being full-days or partial-days). In the comments section of the electronic template or as a notation below the table in a vendor-created or custom-created template, the SARC coordinator may clarify for each year how many of these days were full-days and how many of these days were partial-days. The point of this section is to provide the reader with an understanding of how much time was dedicated towards staff development and continuous improvement for each of the school years. For the purposes of the SARC, a partial-day is defined as less than a full school day. Each school will determine what is a full school day based on its schedule. For purposes of the SARC, a school day is defined as a day upon which the school is in session, including non-holiday weekdays, within the period of time beginning on July 1 of one calendar year and ending on June 30 of the following calendar year, including during summer school session.
\nBelow are examples of how to calculate the number of school days dedicated to staff development and continuous improvement. Keep in mind that the number of school days is based on the number of days impacted by the Professional Development courses/meetings, not the number of teachers and staff attending, or the grade-level of the teachers, or the cumulative hours of the various teachers and staff attending. Also, it is important that the methodology of calculation should be consistent year over year in each school’s SARC.
\n\n
Example 1: The school has a 2-hour Professional Development course/meeting for teachers to attend. This course is scheduled during multiple 2-hour intervals during the same school day, and the various grade-level teachers attend at different times while substitutes tend to their classes during their absence.
\nIn the table, count this 1 Professional Development course/meeting as 1 school day and in the comments section or notation below the table this may be
noted as “1 partial day”.
\n
Example 2: The school has a 2-hour Professional Development course/meeting for teachers and staff to attend. This course is scheduled during multiple 2-hour intervals during three separate school days, and the various grade-level teachers and staff attend at different times and on different days.
\nIn the table, count this 1 Professional Development course/meeting as 3 school days and in the comments section or notation below the table this may be noted as “3 partial days”.
\n\n
Example 3: The school has a 3-day (full school days) Professional Development course/meeting for teachers and staff to attend. This course is scheduled on nine different school days during the fall, and the various grade-level teachers and staff attend during different three days.
\nIn the table, count this 3-day Professional Development course/meeting as 9 school days and in the comments section or notation below the table this may be noted as “9 full days”.
","url":"/Sections/ProfessionalNew","description":null,"printUrl":"/Sarc/ProfessionalNew","sortOrder":10,"isNotRequired":false,"yearId":1},{"sectionId":6,"title":"Student Support Services Staff ","id":82,"legalRequirements":"EC Section 33126 (b)(7)
","definitions":"For the SARC reporting year (2019–2020), the number of FTE counselors (academic, social/behavioral, or career development), and other student support services personnel who are assigned to the school.
","dataSources":"Data are provided by the CDE.
\nThe number of FTE staff assigned to the school is a count of FTEs by support services classification. A full-time support services staff employee equals one FTE or 1.0; two support services staff employees reported to work different FTEs can add up to a percentage of an FTE.
\nStudent services support staff reports can be generated from the CDE DataQuest web page at https://dq.cde.ca.gov/dataquest/.
","url":"/Sections/SupportStaff","description":null,"printUrl":"/Sarc/Counselors","sortOrder":5,"isNotRequired":false,"yearId":1},{"sectionId":4,"title":"CAASPP Test Results in ELA by Student Group","id":84,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year (2019–2020) testing period, the total enrollment, number tested, percent tested, percent not tested, and percent met or exceeded in CAASPP ELA by student group, grades three through eight and grade eleven.
\nStudent Groups:
\nELA test results include the Smarter Balanced Summative Assessment and the CAAs. The \"Percent Met or Exceeded\" is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments.
\nSocioeconomically Disadvantaged (SED) students are defined as students: (1) who are eligible for the FRPM program (also known as the National School Lunch Program, or NSLP), or have a direct certification for FRPMs, or (2) who are migrant, homeless, or foster youth, or (3) where neither of the parents were a high school graduate.
","dataSources":"Data are provided by the CDE.
\nThe 2019–2020 data are not available.
\nDue to the COVID-19 pandemic, California Governor Gavin Newsom issued Executive Order N-30-20 which waived the requirement for statewide testing for the 2019–2020 school year.
\nAlso due to the COVID-19 pandemic, the U.S. Department of Education approved a waiver of the requirement for statewide testing for the 2019–2020 school year, as specified on the CDE Every Student Succeeds Act web page at https://www.cde.ca.gov/re/es/
\nThe source of the data is CAASPP test results, including results from the Smarter Balanced Assessment and the CAAs for ELA in grades three through eight and grade eleven.
\nInformation regarding the CAASPP results of ELA for each grade and achievement standards can be found on the CDE CAASPP-ELPAC Results website at https://caaspp-elpac.cde.ca.gov/caaspp/
\nInclusion and exclusion rules are different for the SARC than for other public assessment reports. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn the 2019–2020 school year, the CAASPP consists of several key components, including:
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement standards.
\nInformation about the CAASPP system can be found on the CDE CAASPP System web page at https://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/CaaSppTestResults?gradeId=12&subject=ELA","description":null,"printUrl":"/Sarc/CaaSppNewYear?gradeId=12&subject=ELA","sortOrder":2,"isNotRequired":false,"yearId":12},{"sectionId":4,"title":"CAASPP Test Results in Mathematics by Student Group","id":85,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nPublic Law 107-110 Section 1111 (h)(2)(B)
\nPublic Law 107-110 Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year (2019–2020) testing period, the total enrollment, number tested, percent tested, percent not tested, and percent met or exceeded in CAASPP mathematics by student group, grades three through eight and grade eleven.
\nStudent Groups:
\nMathematics test results include the Smarter Balanced Summative Assessment and the CAAs. The \"Percent Met or Exceeded\" is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments.
Socioeconomically Disadvantaged (SED) students are defined as students: (1) who are eligible for the FRPM program (also known as the National School Lunch Program, or NSLP), or have a direct certification for FRPMs, or (2) who are migrant, homeless, or foster youth, or (3) where neither of the parents were a high school graduate.
Data are provided by the CDE.
\nThe 2019–2020 data are not available.
\nDue to the COVID-19 pandemic, California Governor Gavin Newsom issued Executive Order N-30-20 which waived the requirement for statewide testing for the 2019–2020 school year.
\nAlso due to the COVID-19 pandemic, the U.S. Department of Education approved a waiver of the requirement for statewide testing for the 2019–2020 school year, as specified on the CDE Every Student Succeeds Act web page at https://www.cde.ca.gov/re/es/
\nThe source of the data is CAASPP test results, including results from the Smarter Balanced Assessment and the CAAs for mathematics in grades three through eight and grade eleven.
\nInformation regarding the CAASPP results of mathematics for each grade and achievement standards can be found on the CDE CAASPP-ELPAC Results website at https://caaspp-elpac.cde.ca.gov/caaspp/
\nInclusions and exclusion rules are different for the SARC than for other public assessment reports. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn the 2019–2020 school year, the CAASPP consists of several key components, including:
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement standards.
\nInformation about the CAASPP system can be found on the CDE CAASPP System web page at https://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/CaaSppTestResults?gradeId=12&subject=Mathematics","description":null,"printUrl":"/Sarc/CaaSppNewYear?gradeId=12&subject=Mathematics","sortOrder":3,"isNotRequired":false,"yearId":12},{"sectionId":4,"title":"California Physical Fitness Test Results ","id":86,"legalRequirements":"EC Section 33126 (b)(1)(B)
\nEC Section 35256
\nEC Section 60800
","definitions":"For the SARC reporting year (2020–2021), the percentage of students scoring in the healthy fitness zone on four of six, five of six, and six of six fitness standards on the Physical Fitness Test (PFT). Data are reported at the school level by grades five, seven, and nine.
\nThe formula for the percent of students meeting fitness standards, by grade, by the number of standards is:
\n(The number of students meeting the number of fitness standards)
\n– divided by –
\n(The total number of students tested)
","dataSources":"Data are provided by the CDE.
\nThe source of the data is the PFT test results.
\nThe 2020–2021 data are not available.
\nDue to the COVID-19 crisis, the Physical Fitness Test was suspended during the 2020–2021 school year and therefore no data are reported.
\nInformation regarding this test, and comparisons of a school’s test results to the LEA and state levels, may be found on the CDE PFT web page at https://www.cde.ca.gov/ta/tg/pf/.
\nPercentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
","url":"/Sections/PhysicalNew","description":null,"printUrl":"/Sarc/FitnessNew","sortOrder":23,"isNotRequired":false,"yearId":13},{"sectionId":4,"title":"CAASPP Test Results in Science for All Students","id":80,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nESEA Section 1111 (h)(1)(C)
","definitions":"For the two-year period (2019–2020 and 2020–2021) of school, LEA, and state information on the percent of students meeting or exceeding the State standard on the CAASPP - California Science Test (CAST) and the California Alternate Assessment for Science (CAA for Science) for grades five, eight, and once in high school (i.e., grade ten, eleven, or twelve).
\nThe formula for calculating the Percent Met or Exceeded by year is:
\n(The total number of students who met or exceeded the standard on the CAST)
\n– divided by –
\n(The total number of students who participated in CAST assessments)
","dataSources":"Data are provided by the CDE.
\nThe 2019–2020 data are not available.
\nDue to the COVID-19 pandemic, California Governor Gavin Newsom issued Executive Order N-30-20 which waived the requirement for statewide testing for the 2019–2020 school year. Also due to the COVID-19 pandemic, the U.S. Department of Education approved a waiver of the requirement for statewide testing for the 2019–2020 school year, as specified on the CDE Every Student Succeeds Act web page at https://www.cde.ca.gov/re/es/
\nFor any 2020–2021 data cells with N/T values indicate that this school did not test students using the CAASPP Science assessment.
\nCAASPP CAST data is located on the CDE CAASPP-ELPAC Results website at https://caaspp-elpac.cde.ca.gov/caaspp/.
\nInclusion and exclusion rules are different for the SARC than for other public assessment reports. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nThe assessments under the CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement levels.
\nInformation about the CAASPP system science assessments can be found on the CDE California Science Test web page at https://www.cde.ca.gov/ta/tg/ca/caasppscience.asp.
\nInformation about the CAASPP system can be found on the CDE CAASPP System web page at https://www.cde.ca.gov/ta/tg/ca/.
","url":"/Sections/ScienceThreeNew","description":null,"printUrl":"/Facility/Overall","sortOrder":16,"isNotRequired":false,"yearId":1},{"sectionId":4,"title":"CAASPP Test Results in Science by Student Group","id":83,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nESEA Section 1111 (h)(1)(C)
\n","definitions":"
For the SARC reporting year (2020–2021) testing period: the total enrollment, number tested, percent tested, percent not tested, and percent met or exceeded in CAASPP Science by student group, grades five, eight, and high school.
\nStudent Groups:
\nThe “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the CAST divided by the total number of students who participated in CAST assessments.
\nSocioeconomically Disadvantaged (SED) students are defined as students: (1) who are eligible for the FRPM program (also known as the National School Lunch Program or NSLP), or have a direct certification for FRPMs, or (2) who are migrant, homeless, or foster youth, or (3) where neither of the parents were a high school graduate.
","dataSources":"Data are provided by the CDE.
\nCAASPP CAST data is located on the CDE CAASPP-ELPAC Results website at https://caaspp-elpac.cde.ca.gov/caaspp/.
\nFor any data cells with N/T values indicate that this school did not test students using the CAASPP for Science.
\nThe CDE developed a new California Science Test (CAST) based on the Next Generation Science Standards for California Public Schools (CA NGSS). The new CAST is aligned with these standards. CAST is required for all students in grades five and eight and once in high school (i.e., grade ten, eleven, or twelve) unless their individual education plan (IEP) indicates assessment with an alternate assessment.
\nThe CAA for Science is aligned with Science Core Content Connectors that are derived from the CA NGSS. The CAA for Science is required for students with the most significant cognitive disabilities who are unable to take the CAST even with accessibility supports and whose IEP indicates assessment with an alternate test. The CAA for Science is administered to eligible students in grades five and eight and once in high school (i.e., grade ten, eleven, or twelve).
\nThe 2020–2021 Science test results include the CAST only. Due to the pandemic, the CAA for Science was not operational during the 2020–2021 school year and will not be included in this report.
\nInclusion and exclusion rules are different for the SARC than for other public assessment reports. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nInformation about the CAASPP for Science can be found at the CDE California Science Test web page at https://www.cde.ca.gov/ta/tg/ca/caasppscience.asp
","url":"/Sections/ScienceTestResults","description":null,"printUrl":"/Sarc/ScienceTestResults","sortOrder":17,"isNotRequired":false,"yearId":1},{"sectionId":3,"title":"Teacher Preparation and Placement","id":87,"legalRequirements":"EC Section 33126 (b)(5)
Elementary and Secondary Education Act (ESEA) Section 1111 (h)(1)(C)(ix)
ESEA Section 1111 (h)(5)(D)
For the 2019–2020 school year, at the school, district, and state levels, the number and percent of teacher authorization/assignment that are:
\n• Fully (Preliminary or Clear) Credentialed for Subject and Student Placement (properly assigned);
• Intern Credential Holders Properly Assigned;
• Teachers Without Credentials and Misassignments (“ineffective” under Every Student Succeeds Act [ESSA]);
• Credentialed Teachers Assigned Out-of-Field (“out-of-field” under ESSA); and
• Unknown
For the 2019–2020 school year, at the school, district, and state levels, the total number and percent of teaching positions.
\nFully (Preliminary or Clear) Credentialed for Subject and Student Placement (properly assigned): The teacher possesses a California preliminary or clear credential issued by the California Commission on Teacher Credentialing which permits them to teach the subject and grade levels that they are assigned.
\nIntern Credential Holders Properly Assigned: The teacher possess a California intern credential issued by the California Commission on Teacher Credentialing which permits them to teach the subject and grade levels that they are assigned.
\nTeachers Without Credentials and Misassignments (“ineffective” under ESSA): An ineffective teacher is any of the following:
\n“Ineffective” includes the following limited term emergency permits:
\nCredentialed Teachers Assigned Out-of-Field (“out-of-field” under ESSA): A credentialed teacher who has not yet demonstrated subject matter competence in the subject area(s) or for the student population to which he or she is assigned. Under this definition, the following limited permits will be considered out of field:
\nUnknown: These are instances where either information about the course assignment or the teacher is either missing or has been identified as incorrect. Therefore, an accurate assignment status cannot be currently made.
","dataSources":"Data are provided by the CDE.
The data source is the teacher data based on both the FTE submitted and certified by LEAs and/or charter schools as part of the annual CALPADS Fall 2 submission as well as the assignment monitoring outcome data determined during the annual assignment monitoring process conducted by the CTC through the California State Assignment Accountability System (CalSAAS).For information on the CalSAAS, visit the CALPADS Update Flash #201 web page at https://www.cde.ca.gov/ds/sp/cl/calpadsupdflash201.asp.
For more information on the definitions listed above, refer to the Updated Teacher Equity Definitions web page at https://www.cde.ca.gov/pd/ee/teacherequitydefinitions.asp.
An overview of the Teaching Assignment Monitoring Outcome (AMO) data used for the teacher tables in the SARC, including data sources, DataQuest reports, additional downloadable files, definitions, and a description of the methodology for processing the data, are available on the Information about the Teaching AMO Report web page at https://www.cde.ca.gov/ds/ad/tamoinfo.asp?
For questions concerning the assignment of teachers outside their subject area of competence or the credential status of teachers, visit the California Commission on Teacher Credentialing website at https://www.ctc.ca.gov/. These data are provided by the LEA.
","url":"/Sections/TeacherPlacement","description":null,"printUrl":null,"sortOrder":2,"isNotRequired":true,"yearId":1},{"sectionId":3,"title":"Teachers Without Credentials and Misassignments","id":88,"legalRequirements":"EC Section 33126 (b)(5)
EC Section 33126 (b)(5)(A)
EC Section 33126 (b)(5)(B)
For the 2019–2020 school year, at the school level, the percent of authorization/assignment of teachers:
\nFor the 2019–2020 school year, at the school level, the total number of teachers without credentials and misassignments.
\nThe data in this table is based on Full Time Equivalent (FTE) status. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Additionally, an assignment is defined as a position that an educator is assigned to based on setting, subject, and grade level. An authorization is defined as the services that an educator is authorized to provide to students.
\nPermits/wavers: Teachers that are issued limited emergency permits by the California Commission on Teacher Credentialing that authorize them to temporarily teach courses and student groups they are assigned to without possessing the appropriate credential. These include: Provisional Internship Permits, Short-term Staff Permits, Variable Term Waivers as well as substitute permits or Teaching Permits for Statutory Leave. Under California’s ESSA definition, these teachers are considered “ineffective”.
\nTeacher Misassignments: The assignment of employees to teaching or pupil services positions for which the employee does not hold the required certificate, credential, or other statutory authorization. These services areas, for which the California Commission on Teacher Credentialing issues credentials, include Administrative Services, Student Personnel Services, Clinical/Rehabilitative Services, Library Media Services, and School Nurse or Other Health Services.
\nVacant Teacher Positions: The total number of the school’s vacant teacher positions (the number of positions to which a single-designated certificated employee has not been assigned at the beginning of the year for an entire year or, if the position is for a one-semester course, a position of which a single-designated certificated employee has not been assigned at the beginning of a semester for an entire semester).
\nBeginning of the year or semester means the first day classes necessary to serve all the students enrolled are established with a single-designated certificated employee assigned for the duration of the class, but not later than 20 working days after the first day students attend classes for that semester.
","dataSources":"Data are provided by the CDE.
\nThe data source is the California State Assignment Accountability System (CalSAAS) uploaded by the Commission on Teacher Credentialing.
\nFor information on the CalSAAS, visit the CALPADS Update Flash #201 web page at https://www.cde.ca.gov/ds/sp/cl/calpadsupdflash201.asp.
\nFor more information on the definitions listed above, refer to the Updated Teacher Equity Definitions web page at https://www.cde.ca.gov/pd/ee/teacherequitydefinitions.asp.
\nFor questions concerning the permits, waivers, and misassignment of teachers, visit the California Commission on Teacher Credentialing website at https://www.ctc.ca.gov/.
","url":"/Sections/TeacherCredentials","description":null,"printUrl":null,"sortOrder":3,"isNotRequired":true,"yearId":1},{"sectionId":5,"title":"Graduation Rate by Student Group (Four-Year Cohort Rate)","id":89,"legalRequirements":null,"definitions":null,"dataSources":null,"url":"/Sections/GraduationRateByGroup","description":null,"printUrl":null,"sortOrder":4,"isNotRequired":false,"yearId":1},{"sectionId":5,"title":"Chronic Absenteeism by Student Group","id":90,"legalRequirements":null,"definitions":null,"dataSources":null,"url":"/Sections/ChronicAbsenteeism","description":null,"printUrl":null,"sortOrder":5,"isNotRequired":false,"yearId":1},{"sectionId":4,"title":"Local Assessment Test Results in ELA by Student Group","id":91,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nESEA Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year (2020–2021) testing period, the total enrollment, number tested, percent tested, percent not tested, and percent at or above grade-level in Local Assessments of ELA by student group, grades three through eight and grade eleven.
\nStudent Groups:
\nThe “Percent At or Above Grade Level” is calculated by taking the total number of students who were classified as “at or above grade level” standard in the context of the local assessment(s) of ELA administered divided by the total number of students who participated in the local assessment(s) of ELA.
\nSocioeconomically Disadvantaged (SED) students are defined as students: (1) who are eligible for the FRPM program (also known as the National School Lunch Program, or NSLP), or have a direct certification for FRPMs, or (2) who are migrant, homeless, or foster youth, or (3) where neither of the parents were a high school graduate.
","dataSources":"
Data are provided by the LEA.
\nLEAs/schools will populate this table for schools in cases where the school administered a local assessment for ELA.
\nLEAs/schools will populate this table with double dashes (--) when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn cases where the school administered the CAASPP assessment, LEAs/schools will populate this table with “N/A” values in all cells, meaning this table is Not Applicable for this school.
\nInstruction: If using a vendor-created or custom-created template, make duplicates of this table, as needed, in order to report all local assessments in ELA administered for the various grade spans (grades 3 through 8 and grade 11). If using the electronic SARC template, the system will provide the option for multiple local assessment tables and the selection of grade spans.
\nFor the SARC Reporting in the 2020–2021 School Year Only
\nWhere the most viable option, LEAs were required to administer the statewide summative assessment in ELA and mathematics. Where a statewide summative assessment was not the most viable option for the LEA (or for one or more grade-level[s] within the LEA) due to the pandemic, LEAs were allowed to report results from a different assessment that met the criteria established by the State Board of Education (SBE) on March 16, 2021 (https://www.cde.ca.gov/be/ag/ag/yr21/documents/mar21item02addendum.docx).
\nThe assessments were required to be:
\nOptions: Note that the CAAs could only be administered in-person following health and safety requirements. If it was not viable for the LEA to administer the CAAs in person with health and safety guidelines in place, the LEA was directed to not administer the tests. There were no other assessment options available for the CAAs. Schools administered the Smarter Balanced Summative Assessments for ELA, other assessments that meet the SBE criteria, or a combination of both, and they could only choose one of the following:
\nEC Section 33126 (b)(1)(A)
\nESEA Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year (2020–2021) testing period, the total enrollment, number tested, percent tested, percent not tested, and percent at or above grade-level in Local Assessments of ELA by student group, grades three through eight and grade eleven.
\nStudent Groups:
\nThe “Percent At or Above Grade Level” is calculated by taking the total number of students who were classified as “at or above grade level” standard in the context of the local assessment(s) of ELA administered divided by the total number of students who participated in the local assessment(s) of ELA.
\nSocioeconomically Disadvantaged (SED) students are defined as students: (1) who are eligible for the FRPM program (also known as the National School Lunch Program, or NSLP), or have a direct certification for FRPMs, or (2) who are migrant, homeless, or foster youth, or (3) where neither of the parents were a high school graduate.
","dataSources":"Data are provided by the LEA.
\nLEAs/schools will populate this table for schools in cases where the school administered a local assessment for ELA.
\nLEAs/schools will populate this table with double dashes (--) when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn cases where the school administered the CAASPP assessment, LEAs/schools will populate this table with “N/A” values in all cells, meaning this table is Not Applicable for this school.
\nInstruction: If using a vendor-created or custom-created template, make duplicates of this table, as needed, in order to report all local assessments in ELA administered for the various grade spans (grades 3 through 8 and grade 11). If using the electronic SARC template, the system will provide the option for multiple local assessment tables and the selection of grade spans.
\nFor the SARC Reporting in the 2020–2021 School Year Only
\nWhere the most viable option, LEAs were required to administer the statewide summative assessment in ELA and mathematics. Where a statewide summative assessment was not the most viable option for the LEA (or for one or more grade-level[s] within the LEA) due to the pandemic, LEAs were allowed to report results from a different assessment that met the criteria established by the State Board of Education (SBE) on March 16, 2021 (https://www.cde.ca.gov/be/ag/ag/yr21/documents/mar21item02addendum.docx).
\nThe assessments were required to be:
\nOptions: Note that the CAAs could only be administered in-person following health and safety requirements. If it was not viable for the LEA to administer the CAAs in person with health and safety guidelines in place, the LEA was directed to not administer the tests. There were no other assessment options available for the CAAs. Schools administered the Smarter Balanced Summative Assessments for ELA, other assessments that meet the SBE criteria, or a combination of both, and they could only choose one of the following:
\nEC Section 33126 (b)(5)
ESEA Section 1111 (h)(1)(C)(ix)
ESEA Section 1111 (h)(5)(D)
For the 2019–2020 school year, at the school level, the number of teachers:
\nFor the 2019–2020 school year, at the school level, the total out-of-field teachers
\nCredentialed Teachers Authorized on a Permit or Waiver: Teachers that are issued limited emergency permits by the California Commission on Teacher Credentialing that authorize them to temporarily teach courses and student groups they are assigned to without possessing the appropriate credential. These include: General Education Limited Assignment Permits (GELAP), Special Education Limited Assignment Permits (SELAP), Short-Term Waivers, and Emergency English Learner or Bilingual Authorization Permits. Under California’s ESSA definition, these teachers are considered “out-of-field”.
\nLocal Assignment Options: Means if an employing agency is unable to assign a teacher or other certificated employee with an appropriate credential, it can assign any fully-credentialed teacher outside of their area of credential authorization if the local educational agency abides by requirements in California Education Code and those required by the California Commission on Teacher Credentialing.
","dataSources":"Data are provided by the CDE.
\nThe data source is the California State Assignment Accountability System (CalSAAS) uploaded by the Commission on Teacher Credentialing.
\nFor information on the CalSAAS, visit the CALPADS Update Flash #201 web page at https://www.cde.ca.gov/ds/sp/cl/calpadsupdflash201.asp.
\nFor more information on the definitions listed above, refer to the California Commission on Teacher Credentialing’s Administrator’s Assignment Manual at https://www.ctc.ca.gov/credentials/manuals.
\nFor more information refer to the Updated Teacher Equity Definitions web page at https://www.cde.ca.gov/pd/ee/teacherequitydefinitions.asp.
","url":"/Sections/TeacherCredentialed","description":null,"printUrl":null,"sortOrder":4,"isNotRequired":true,"yearId":1},{"sectionId":3,"title":"Class Assignments","id":95,"legalRequirements":"EC Section 33126 (b)(5)
EC Section 33126 (b)(5)(B)
ESEA Section 1111 (h)(1)(C)(ix)
ESEA Section 1111 (h)(5)(D)
For the 2019–2020 school year, at the school level, the number of teachers:
\nFor the 2019–2020 school year, at the school level, the total out-of-field teachers
\nMisassignments for English Learners – The assignment of employees to teaching or pupil services positions with English Learners for which the employee does not hold the required certificate, credential, or other statutory authorization.
\nNo credential, permit or authorization to teach – The teacher does not possess any type of authorization, permit, waiver, or certificate issued by the California Commission on Teacher Credentialing to teach in California schools.
Data are provided by the CDE.
\nThe data source is the California State Assignment Accountability System (CalSAAS) uploaded by the California Commission on Teacher Credentialing (CTC).
\nFor information on the CalSAAS, visit the CALPADS Update Flash #201 web page at https://www.cde.ca.gov/ds/sp/cl/calpadsupdflash201.asp.
\nFor more information refer to the Updated Teacher Equity Definitions web page at https://www.cde.ca.gov/pd/ee/teacherequitydefinitions.asp.
\nMisassignment and vacant teacher position data should be available in the LEA’s personnel office.
","url":"/Sections/TeacherClassAssignments","description":null,"printUrl":null,"sortOrder":5,"isNotRequired":true,"yearId":1},{"sectionId":4,"title":"Additional table if needed (table 3) - Local Assessment Test Results in ELA by Student Group","id":96,"legalRequirements":"EC Section 33126 (b)(1)(A)
\nESEA Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year (2020–2021) testing period, the total enrollment, number tested, percent tested, percent not tested, and percent at or above grade-level in Local Assessments of ELA by student group, grades three through eight and grade eleven.
\nStudent Groups:
\nThe “Percent At or Above Grade Level” is calculated by taking the total number of students who were classified as “at or above grade level” standard in the context of the local assessment(s) of ELA administered divided by the total number of students who participated in the local assessment(s) of ELA.
\nSocioeconomically Disadvantaged (SED) students are defined as students: (1) who are eligible for the FRPM program (also known as the National School Lunch Program, or NSLP), or have a direct certification for FRPMs, or (2) who are migrant, homeless, or foster youth, or (3) where neither of the parents were a high school graduate.
","dataSources":"Data are provided by the LEA.
\nLEAs/schools will populate this table for schools in cases where the school administered a local assessment for ELA.
\nLEAs/schools will populate this table with double dashes (--) when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn cases where the school administered the CAASPP assessment, LEAs/schools will populate this table with “N/A” values in all cells, meaning this table is Not Applicable for this school.
\nInstruction: If using a vendor-created or custom-created template, make duplicates of this table, as needed, in order to report all local assessments in ELA administered for the various grade spans (grades 3 through 8 and grade 11). If using the electronic SARC template, the system will provide the option for multiple local assessment tables and the selection of grade spans.
\nFor the SARC Reporting in the 2020–2021 School Year Only
\nWhere the most viable option, LEAs were required to administer the statewide summative assessment in ELA and mathematics. Where a statewide summative assessment was not the most viable option for the LEA (or for one or more grade-level[s] within the LEA) due to the pandemic, LEAs were allowed to report results from a different assessment that met the criteria established by the State Board of Education (SBE) on March 16, 2021 (https://www.cde.ca.gov/be/ag/ag/yr21/documents/mar21item02addendum.docx).
\nThe assessments were required to be:
\nOptions: Note that the CAAs could only be administered in-person following health and safety requirements. If it was not viable for the LEA to administer the CAAs in person with health and safety guidelines in place, the LEA was directed to not administer the tests. There were no other assessment options available for the CAAs. Schools administered the Smarter Balanced Summative Assessments for ELA, other assessments that meet the SBE criteria, or a combination of both, and they could only choose one of the following:
\nEC Section 33126 (b)(1)(A)
\nESEA Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year (2020–2021) testing period, the total enrollment, number tested, percent tested, percent not tested, and percent at or above grade-level in Local Assessments of ELA by student group, grades three through eight and grade eleven.
\nStudent Groups:
\nThe “Percent At or Above Grade Level” is calculated by taking the total number of students who were classified as “at or above grade level” standard in the context of the local assessment(s) of ELA administered divided by the total number of students who participated in the local assessment(s) of ELA.
\nSocioeconomically Disadvantaged (SED) students are defined as students: (1) who are eligible for the FRPM program (also known as the National School Lunch Program, or NSLP), or have a direct certification for FRPMs, or (2) who are migrant, homeless, or foster youth, or (3) where neither of the parents were a high school graduate.
","dataSources":"Data are provided by the LEA.
\nLEAs/schools will populate this table for schools in cases where the school administered a local assessment for ELA.
\nLEAs/schools will populate this table with double dashes (--) when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn cases where the school administered the CAASPP assessment, LEAs/schools will populate this table with “N/A” values in all cells, meaning this table is Not Applicable for this school.
\nInstruction: If using a vendor-created or custom-created template, make duplicates of this table, as needed, in order to report all local assessments in ELA administered for the various grade spans (grades 3 through 8 and grade 11). If using the electronic SARC template, the system will provide the option for multiple local assessment tables and the selection of grade spans.
\nFor the SARC Reporting in the 2020–2021 School Year Only
\nWhere the most viable option, LEAs were required to administer the statewide summative assessment in ELA and mathematics. Where a statewide summative assessment was not the most viable option for the LEA (or for one or more grade-level[s] within the LEA) due to the pandemic, LEAs were allowed to report results from a different assessment that met the criteria established by the State Board of Education (SBE) on March 16, 2021 (https://www.cde.ca.gov/be/ag/ag/yr21/documents/mar21item02addendum.docx).
\nThe assessments were required to be:
\nOptions: Note that the CAAs could only be administered in-person following health and safety requirements. If it was not viable for the LEA to administer the CAAs in person with health and safety guidelines in place, the LEA was directed to not administer the tests. There were no other assessment options available for the CAAs. Schools administered the Smarter Balanced Summative Assessments for ELA, other assessments that meet the SBE criteria, or a combination of both, and they could only choose one of the following:
\nEC Section 33126 (b)(1)(A)
\nESEA Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year (2020–2021) testing period, the total enrollment, number tested, percent tested, percent not tested, and percent at or above grade-level in Local Assessments of ELA by student group, grades three through eight and grade eleven.
\nStudent Groups:
\nThe “Percent At or Above Grade Level” is calculated by taking the total number of students who were classified as “at or above grade level” standard in the context of the local assessment(s) of ELA administered divided by the total number of students who participated in the local assessment(s) of ELA.
\nSocioeconomically Disadvantaged (SED) students are defined as students: (1) who are eligible for the FRPM program (also known as the National School Lunch Program, or NSLP), or have a direct certification for FRPMs, or (2) who are migrant, homeless, or foster youth, or (3) where neither of the parents were a high school graduate.
","dataSources":"Data are provided by the LEA.
\nLEAs/schools will populate this table for schools in cases where the school administered a local assessment for ELA.
\nLEAs/schools will populate this table with double dashes (--) when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn cases where the school administered the CAASPP assessment, LEAs/schools will populate this table with “N/A” values in all cells, meaning this table is Not Applicable for this school.
\nInstruction: If using a vendor-created or custom-created template, make duplicates of this table, as needed, in order to report all local assessments in ELA administered for the various grade spans (grades 3 through 8 and grade 11). If using the electronic SARC template, the system will provide the option for multiple local assessment tables and the selection of grade spans.
\nFor the SARC Reporting in the 2020–2021 School Year Only
\nWhere the most viable option, LEAs were required to administer the statewide summative assessment in ELA and mathematics. Where a statewide summative assessment was not the most viable option for the LEA (or for one or more grade-level[s] within the LEA) due to the pandemic, LEAs were allowed to report results from a different assessment that met the criteria established by the State Board of Education (SBE) on March 16, 2021 (https://www.cde.ca.gov/be/ag/ag/yr21/documents/mar21item02addendum.docx).
\nThe assessments were required to be:
\nOptions: Note that the CAAs could only be administered in-person following health and safety requirements. If it was not viable for the LEA to administer the CAAs in person with health and safety guidelines in place, the LEA was directed to not administer the tests. There were no other assessment options available for the CAAs. Schools administered the Smarter Balanced Summative Assessments for ELA, other assessments that meet the SBE criteria, or a combination of both, and they could only choose one of the following:
\nEC Section 33126 (b)(1)(A)
\nESEA Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year (2020–2021) testing period, the total enrollment, number tested, percent tested, percent not tested, and percent at or above grade-level in Local Assessments of mathematics by student group, grades three through eight and grade eleven.
\nStudent Groups:
\nThe “Percent At or Above Grade Level” is calculated by taking the total number of students who were classified as “at or above grade level” standard in the context of the local assessment(s) of mathematics administered divided by the total number of students who participated in the local assessment(s) of mathematics.
\nSocioeconomically Disadvantaged (SED) students are defined as students: (1) who are eligible for the FRPM program (also known as the National School Lunch Program, or NSLP), or have a direct certification for FRPMs, or (2) who are migrant, homeless, or foster youth, or (3) where neither of the parents were a high school graduate.
","dataSources":"Data are provided by the LEA.
\nLEAs/schools will populate this table for schools in cases where the school administered a local assessment for mathematics.
\nLEAs/schools will populate this table with double dashes (--) when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn cases where the school administered the CAASPP for mathematics assessment, LEAs will populate this table with “N/A” values in all cells, meaning this table is Not Applicable for this school.
\nInstruction: If using a vendor-created or custom-created template, make duplicates of this table, as needed, in order to report all local assessments in mathematics administered for the various grade spans (grades 3 through 8 and grade 11). If using the electronic SARC template, the system will provide the option for multiple local assessment tables and the selection of grade spans.
\nFor the SARC Reporting in the 2020–2021 School Year Only
\nWhere the most viable option, LEAs were required to administer the statewide summative assessment in mathematics. Where a statewide summative assessment was not the most viable option for the LEA (or for one or more grade-level[s] within the LEA) due to the pandemic, LEAs were allowed to report results from a different assessment that met the criteria established by the State Board of Education (SBE) on March 16, 2021 (https://www.cde.ca.gov/be/ag/ag/yr21/documents/mar21item02addendum.docx).
\nThe assessments were required to be:
\nOptions: Note that the CAAs could only be administered in-person following health and safety requirements. If it was not viable for the LEA to administer the CAAs in person with health and safety guidelines in place, the LEA was directed to not administer the tests. There were no other assessment options available for the CAAs. Schools administered the Smarter Balanced Summative Assessments for mathematics, other assessments that meet the SBE criteria, or a combination of both, and they could only choose one of the following:
\nEC Section 33126 (b)(1)(A)
\nESEA Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year (2020–2021) testing period, the total enrollment, number tested, percent tested, percent not tested, and percent at or above grade-level in Local Assessments of mathematics by student group, grades three through eight and grade eleven.
\nStudent Groups:
\nThe “Percent At or Above Grade Level” is calculated by taking the total number of students who were classified as “at or above grade level” standard in the context of the local assessment(s) of mathematics administered divided by the total number of students who participated in the local assessment(s) of mathematics.
\nSocioeconomically Disadvantaged (SED) students are defined as students: (1) who are eligible for the FRPM program (also known as the National School Lunch Program, or NSLP), or have a direct certification for FRPMs, or (2) who are migrant, homeless, or foster youth, or (3) where neither of the parents were a high school graduate.
","dataSources":"Data are provided by the LEA.
\nLEAs/schools will populate this table for schools in cases where the school administered a local assessment for mathematics.
\nLEAs/schools will populate this table with double dashes (--) when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn cases where the school administered the CAASPP for mathematics assessment, LEAs will populate this table with “N/A” values in all cells, meaning this table is Not Applicable for this school.
\nInstruction: If using a vendor-created or custom-created template, make duplicates of this table, as needed, in order to report all local assessments in mathematics administered for the various grade spans (grades 3 through 8 and grade 11). If using the electronic SARC template, the system will provide the option for multiple local assessment tables and the selection of grade spans.
\nFor the SARC Reporting in the 2020–2021 School Year Only
\nWhere the most viable option, LEAs were required to administer the statewide summative assessment in mathematics. Where a statewide summative assessment was not the most viable option for the LEA (or for one or more grade-level[s] within the LEA) due to the pandemic, LEAs were allowed to report results from a different assessment that met the criteria established by the State Board of Education (SBE) on March 16, 2021 (https://www.cde.ca.gov/be/ag/ag/yr21/documents/mar21item02addendum.docx).
\nThe assessments were required to be:
\nOptions: Note that the CAAs could only be administered in-person following health and safety requirements. If it was not viable for the LEA to administer the CAAs in person with health and safety guidelines in place, the LEA was directed to not administer the tests. There were no other assessment options available for the CAAs. Schools administered the Smarter Balanced Summative Assessments for mathematics, other assessments that meet the SBE criteria, or a combination of both, and they could only choose one of the following:
\nEC Section 33126 (b)(1)(A)
\nESEA Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year (2020–2021) testing period, the total enrollment, number tested, percent tested, percent not tested, and percent at or above grade-level in Local Assessments of mathematics by student group, grades three through eight and grade eleven.
\nStudent Groups:
\nThe “Percent At or Above Grade Level” is calculated by taking the total number of students who were classified as “at or above grade level” standard in the context of the local assessment(s) of mathematics administered divided by the total number of students who participated in the local assessment(s) of mathematics.
\nSocioeconomically Disadvantaged (SED) students are defined as students: (1) who are eligible for the FRPM program (also known as the National School Lunch Program, or NSLP), or have a direct certification for FRPMs, or (2) who are migrant, homeless, or foster youth, or (3) where neither of the parents were a high school graduate.
","dataSources":"Data are provided by the LEA.
\nLEAs/schools will populate this table for schools in cases where the school administered a local assessment for mathematics.
\nLEAs/schools will populate this table with double dashes (--) when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn cases where the school administered the CAASPP for mathematics assessment, LEAs will populate this table with “N/A” values in all cells, meaning this table is Not Applicable for this school.
\nInstruction: If using a vendor-created or custom-created template, make duplicates of this table, as needed, in order to report all local assessments in mathematics administered for the various grade spans (grades 3 through 8 and grade 11). If using the electronic SARC template, the system will provide the option for multiple local assessment tables and the selection of grade spans.
\nFor the SARC Reporting in the 2020–2021 School Year Only
\nWhere the most viable option, LEAs were required to administer the statewide summative assessment in mathematics. Where a statewide summative assessment was not the most viable option for the LEA (or for one or more grade-level[s] within the LEA) due to the pandemic, LEAs were allowed to report results from a different assessment that met the criteria established by the State Board of Education (SBE) on March 16, 2021 (https://www.cde.ca.gov/be/ag/ag/yr21/documents/mar21item02addendum.docx).
\nThe assessments were required to be:
\nOptions: Note that the CAAs could only be administered in-person following health and safety requirements. If it was not viable for the LEA to administer the CAAs in person with health and safety guidelines in place, the LEA was directed to not administer the tests. There were no other assessment options available for the CAAs. Schools administered the Smarter Balanced Summative Assessments for mathematics, other assessments that meet the SBE criteria, or a combination of both, and they could only choose one of the following:
\nEC Section 33126 (b)(1)(A)
\nESEA Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year (2020–2021) testing period, the total enrollment, number tested, percent tested, percent not tested, and percent at or above grade-level in Local Assessments of mathematics by student group, grades three through eight and grade eleven.
\nStudent Groups:
\nThe “Percent At or Above Grade Level” is calculated by taking the total number of students who were classified as “at or above grade level” standard in the context of the local assessment(s) of mathematics administered divided by the total number of students who participated in the local assessment(s) of mathematics.
\nSocioeconomically Disadvantaged (SED) students are defined as students: (1) who are eligible for the FRPM program (also known as the National School Lunch Program, or NSLP), or have a direct certification for FRPMs, or (2) who are migrant, homeless, or foster youth, or (3) where neither of the parents were a high school graduate.
","dataSources":"Data are provided by the LEA.
\nLEAs/schools will populate this table for schools in cases where the school administered a local assessment for mathematics.
\nLEAs/schools will populate this table with double dashes (--) when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn cases where the school administered the CAASPP for mathematics assessment, LEAs will populate this table with “N/A” values in all cells, meaning this table is Not Applicable for this school.
\nInstruction: If using a vendor-created or custom-created template, make duplicates of this table, as needed, in order to report all local assessments in mathematics administered for the various grade spans (grades 3 through 8 and grade 11). If using the electronic SARC template, the system will provide the option for multiple local assessment tables and the selection of grade spans.
\nFor the SARC Reporting in the 2020–2021 School Year Only
\nWhere the most viable option, LEAs were required to administer the statewide summative assessment in mathematics. Where a statewide summative assessment was not the most viable option for the LEA (or for one or more grade-level[s] within the LEA) due to the pandemic, LEAs were allowed to report results from a different assessment that met the criteria established by the State Board of Education (SBE) on March 16, 2021 (https://www.cde.ca.gov/be/ag/ag/yr21/documents/mar21item02addendum.docx).
\nThe assessments were required to be:
\nOptions: Note that the CAAs could only be administered in-person following health and safety requirements. If it was not viable for the LEA to administer the CAAs in person with health and safety guidelines in place, the LEA was directed to not administer the tests. There were no other assessment options available for the CAAs. Schools administered the Smarter Balanced Summative Assessments for mathematics, other assessments that meet the SBE criteria, or a combination of both, and they could only choose one of the following:
\nEC Section 33126 (b)(1)(A)
\nESEA Section 1111 (h)(1)(C)
","definitions":"For the SARC reporting year (2020–2021) testing period, the total enrollment, number tested, percent tested, percent not tested, and percent at or above grade-level in Local Assessments of mathematics by student group, grades three through eight and grade eleven.
\nStudent Groups:
\nThe “Percent At or Above Grade Level” is calculated by taking the total number of students who were classified as “at or above grade level” standard in the context of the local assessment(s) of mathematics administered divided by the total number of students who participated in the local assessment(s) of mathematics.
\nSocioeconomically Disadvantaged (SED) students are defined as students: (1) who are eligible for the FRPM program (also known as the National School Lunch Program, or NSLP), or have a direct certification for FRPMs, or (2) who are migrant, homeless, or foster youth, or (3) where neither of the parents were a high school graduate.
","dataSources":"Data are provided by the LEA.
\nLEAs/schools will populate this table for schools in cases where the school administered a local assessment for mathematics.
\nLEAs/schools will populate this table with double dashes (--) when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
\nIn cases where the school administered the CAASPP for mathematics assessment, LEAs will populate this table with “N/A” values in all cells, meaning this table is Not Applicable for this school.
\nInstruction: If using a vendor-created or custom-created template, make duplicates of this table, as needed, in order to report all local assessments in mathematics administered for the various grade spans (grades 3 through 8 and grade 11). If using the electronic SARC template, the system will provide the option for multiple local assessment tables and the selection of grade spans.
\nFor the SARC Reporting in the 2020–2021 School Year Only
\nWhere the most viable option, LEAs were required to administer the statewide summative assessment in mathematics. Where a statewide summative assessment was not the most viable option for the LEA (or for one or more grade-level[s] within the LEA) due to the pandemic, LEAs were allowed to report results from a different assessment that met the criteria established by the State Board of Education (SBE) on March 16, 2021 (https://www.cde.ca.gov/be/ag/ag/yr21/documents/mar21item02addendum.docx).
\nThe assessments were required to be:
\nOptions: Note that the CAAs could only be administered in-person following health and safety requirements. If it was not viable for the LEA to administer the CAAs in person with health and safety guidelines in place, the LEA was directed to not administer the tests. There were no other assessment options available for the CAAs. Schools administered the Smarter Balanced Summative Assessments for mathematics, other assessments that meet the SBE criteria, or a combination of both, and they could only choose one of the following:
\nEC Section 33126 (b)(1)(B)
EC Section 35256
EC Section 60800
","definitions":"For the SARC reporting year (2020–2021), the percentage of students scoring in the healthy fitness zone on four of six, five of six, and six of six fitness standards on the Physical Fitness Test (PFT). Data are reported at the school level by grades five, seven, and nine.
The formula for the percent of students meeting fitness standards, by grade, by the number of standards is:
(The number of students meeting the number of fitness standards)
– divided by –
(The total number of students tested)
","dataSources":"Data are provided by the CDE.
The source of the data is the PFT test results.
The 2020–2021 data are not available.
Due to the COVID-19 crisis, the Physical Fitness Test was suspended during the 2020–2021 school year and therefore no data are reported.
Information regarding this test, and comparisons of a school’s test results to the LEA and state levels, may be found on the CDE PFT web page at https://www.cde.ca.gov/ta/tg/pf/.
Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
","url":"/Sections/FitnessNew","description":null,"printUrl":"/Sections/FitnessNew","sortOrder":23,"isNotRequired":false,"yearId":1}],"suspension":{"id":141313,"cdsCode":"30665483030145","yearId":17,"userId":1110,"lastUpdated":"2025-09-16T11:15:09","suspensionsYear1":"3.76","suspensionsYear2":"3.03","suspensionsYear3":"3.91","expulsionsYear1":"0.08","expulsionsYear2":"0.08","expulsionsYear3":"0.00","districtSuspensionsYear1":"2.28","districtSuspensionsYear2":"2.34","districtSuspensionsYear3":"2.18","districtExpulsionsYear1":"0.18","districtExpulsionsYear2":"0.11","districtExpulsionsYear3":"0.11","stateSuspensionsYear1":"3.60","stateSuspensionsYear2":"3.28","stateSuspensionsYear3":"2.94","stateExpulsionsYear1":"0.08","stateExpulsionsYear2":"0.07","stateExpulsionsYear3":"0.06"},"facility":{"id":61969,"cdsCode":"30665483030145","yearId":17,"userId":0,"lastUpdated":"0001-01-01T00:00:00","yearCollected":null,"monthCollected":null,"systemsStatus":null,"systemsText":null,"interiorStatus":null,"interiorText":null,"cleanlinessStatus":null,"cleanlinessText":null,"electricalStatus":null,"electricalText":null,"restroomStatus":null,"restroomText":null,"safetyStatus":null,"safetyText":null,"structuralStatus":null,"structuralText":null,"externalStatus":null,"externalText":null,"overallStatus":null},"credential":{"cdsCode":"30665483030145","yearId":17,"schoolWithCredentialYear1":null,"schoolWithOutCredentialYear1":null,"schoolWithOutCredentialYear2":null,"schoolWithCredentialYear2":null,"schoolWithCredentialYear3":null,"schoolWithOutCredentialYear3":null,"districtWithOutCredentialYear3":null,"districtWithCredentialYear3":null,"userId":null,"lastUpdated":"0001-01-01T00:00:00","schoolOutsideYear1":null,"schoolOutsideYear2":null,"schoolOutsideYear3":null,"districtOutsideYear3":null},"scienceThree":{"cdsCode":"30665483030145","yearId":17,"userId":1110,"lastUpdated":"2025-09-16T11:11:19","schoolYear2":"22.58","schoolYear3":"22.95","districtYear2":"47.80","districtYear3":"45.81","stateYear2":"30.73","stateYear3":"32.52","id":147848},"vacancy":{"cdsCode":"30665483030145","yearId":17,"userId":0,"lastUpdated":"0001-01-01T00:00:00","englishLearnersYear1":null,"englishLearnersYear2":null,"englishLearnersYear3":null,"totalMisYear1":null,"totalMisYear2":null,"totalMisYear3":null,"totalVacantYear1":null,"totalVacantYear2":null,"totalVacantYear3":null},"curriculum":{"id":62031,"cdsCode":"30665483030145","yearId":17,"userId":0,"lastUpdated":"0001-01-01T00:00:00","yearCollected":null,"monthCollected":null,"readingTextbooks":null,"readingYearAdopted":null,"readingMostRecent":null,"readingPercent":0.0,"mathTextbooks":null,"mathYearAdopted":null,"mathMostRecent":null,"mathPercent":0.0,"scienceTextbooks":null,"scienceYearAdopted":null,"scienceMostRecent":null,"sciencePercent":0.0,"socialTextbooks":null,"socialYearAdopted":null,"socialMostRecent":null,"socialPercent":0.0,"foreignTextbooks":null,"foreignYearAdopted":null,"foreignMostRecent":null,"foreignPercent":0.0,"healthTextbooks":null,"healthYearAdopted":null,"healthMostRecent":null,"healthPercent":0.0,"artTextbooks":null,"artYearAdopted":null,"artMostRecent":null,"artPercent":0.0,"labPercent":0.0},"star":{"cdsCode":"30665483030145","schoolELAYear2":"46","schoolMathYear2":"16","schoolELAYear3":"43","schoolMathYear3":"19","distELAYear2":"68","distMathYear2":"44","distELAYear3":"67","distMathYear3":"46","stateELAYear2":"47","stateMathYear2":"35","stateELAYear3":"48","stateMathYear3":"37","yearId":17,"lastUpdated":"2025-09-16T19:13:22.23","userId":1110,"id":103474},"caasppELA":{"cdsCode":"30665483030145","yearId":17,"gradeId":13,"subject":"ELA","userId":0,"lastUpdated":"2025-10-08T10:24:28.68","allStudentsTotalEnrollment":"303","allStudentsNumberTested":"288","allStudentsPercentTested":"95.05","allStudentsMeetExceed":"43.06","maleTotalEnrollment":"161","maleNumberTested":"152","malePercentTested":"94.41","maleMeetExceed":"39.47","femaleTotalEnrollment":"140","femaleNumberTested":"134","femalePercentTested":"95.71","femaleMeetExceed":"47.01","blackTotalEnrollment":"--","blackNumberTested":"--","blackPercentTested":"--","blackMeetExceed":"--","alaskaTotalEnrollment":"--","alaskaNumberTested":"--","alaskaPercentTested":"--","alaskaMeetExceed":"--","asianTotalEnrollment":"29","asianNumberTested":"27","asianPercentTested":"93.10","asianMeetExceed":"62.96","filipinoTotalEnrollment":"--","filipinoNumberTested":"--","filipinoPercentTested":"--","filipinoMeetExceed":"--","hispanicTotalEnrollment":"199","hispanicNumberTested":"192","hispanicPercentTested":"96.48","hispanicMeetExceed":"33.85","hawaiianTotalEnrollment":"--","hawaiianNumberTested":"--","hawaiianPercentTested":"--","hawaiianMeetExceed":"--","whiteTotalEnrollment":"53","whiteNumberTested":"48","whitePercentTested":"90.57","whiteMeetExceed":"60.42","twoTotalEnrollment":"11","twoNumberTested":"10","twoPercentTested":"90.91","twoMeetExceed":"--","disadvantagedTotalEnrollment":"175","disadvantagedNumberTested":"169","disadvantagedPercentTested":"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