Accountability Progress Report Results: Santa Clara County Has Four of Top Five Schools
SAN JOSE, CA – The 2012 Accountability Progress Report, released by the state today, shows that high-achieving Santa Clara County schools have maintained their place among the top-scoring schools in the state. At the same time, as Annual Yearly Progress (AYP) targets continue rising every year, the percentage of schools meeting all the targets is declining, both in the state and Santa Clara County.
A countywide analysis of the state report by the Santa Clara County Office of Education’s Assessment and Accountability Department shows that the percentage of Santa Clara County schools that met the Academic Performance Index (API) target of 800 increased by five percentage points, to 68 percent; and county students’ scores rose from 827 (2011 Base API) to 836 (2012 Growth API). Additionally, the percentage of county middle schools meeting all AYP criteria rose by seven points. (The SCCOE analysis is available at www.sccoe.org.)
The APR report is made up of three components: Growth API, 2010 Adequate Yearly Progress (AYP), and a list of schools in Program Improvement (PI). In addition to math and English, course material such as science and history is reflected in the results.
In Growth API, four county schools were ranked among the top five in the state: Milliken Elementary and Faria Elementary were tied for first with scores of 998 (out of a possible 1,000); Murdock-Portal Elementary and Herbert Hoover Elementary were fourth and fifth.
The SCCOE analysis also shows that 64 percent of county “Title I” schools have entered Program Improvement (PI). This is a formal designation for Title I-funded schools and districts that do not meet AYP criteria for two consecutive years in specific areas. (Title I schools are those that qualify for additional funding, based on their number of low-income students.)
In English and math scores, the number of county students scoring at a level of proficient and above continued to increase, both in the county as a whole, and among all subgroups. However, the gap between the higher- and lower-achieving subgroups remains stubbornly significant.