Results from the 2007 Accountability Progress Report, which includes California’s Academic Performance Index and federal Adequate Yearly Progress, showed a consistent leveling off across the board, while subgroups continue to improve.

Some performance indicators in the APR indicate modest growth, while others show no change, or even a slight decrease. For example, the median API score grew from 745 last year to 751 in 2007, and the percentage of schools at or above the performance target of 800 grew by just 1 percentage point, from 30 percent to 31 percent. The percentage of schools meeting all API targets decreased from 53 percent in 2005-06 to 45 percent in 2006-07.

The slower progress on meeting state accountability targets was anticipated due to an increase in accountability targets for all statistically significant subgroups that took effect for the first time this year. In addition to making the overall school growth target, all numerically significant subgroups in a school now must also make a 5 percent or 5-point gain, whichever is larger.

In 2006, every subgroup showed declines in the number and percentage of schools meeting API targets, but this year, every subgroup did show growth in the API score when compared to the last year’s base score. For example, the API for African American students jumped from 635 to 643, while Hispanic students scored 665, compared to 656. Socio-economically disadvantaged students jumped from 654 to 662, English learners 637 to 654, and students with disabilities 518 to 528.

AYP results show that 66 percent of schools met AYP requirements, unchanged from last year. However, the percentage of local educational agencies making AYP fell from 64 percent in 2006 to 53 percent in 2007. As AYP targets will rise steeply for the next six years to meet the current federal requirements of the No Child Left Behind Act, it is anticipated that in 2008 and thereafter, districts and schools will find it increasingly difficult to meet AYP targets. By 2013-14, 100 percent of schools and districts are required to be proficient.

Title 1 schools, districts and county offices that do not make AYP for two consecutive years are subject to identification for Program Improvement. This year, 232 California schools were identified for PI, while 161 exited, for a total of 2,208 schools in PI. In addition, 36 LEAs were identified for PI, while two exited, for a total of 192 California LEAs in PI.

Superintendent of Public Instruction Jack O’Connell said although the results show a consistent leveling-off of test scores, the fact is students in California are still improving.

“It is important that we not lose sight of the significant gains that our students and our schools have made since the inception of our accountability system, nor should we misinterpret these current data as a decline in overall student or school performance,” he said. “In particular, these results reflect significant achievement gains by our lowest-performing students, and significant gains by African American, Hispanic and English learner subgroups.”

However, O’Connell said it is necessary to redouble efforts in order to close the achievement gap and ensure all students achieve at the same high levels.

“Holding all students to the same high standards ensures a culture of high expectations for everyone,” O’Connell said. “Now we are holding our schools accountable for closing achievement gaps. As a state, we have a moral, ethical and economic obligation to address the needs of every group of students. My administration is focused on finding gap-closing strategies. I know our schools share my deep concern about this problem and join me in facing this challenge.”

California Secretary of Education David Long said while he is pleased to see that API scores continue to improve for all the subgroups measured, he is concerned that the percentage of schools meeting their total subgroup growth targets declined across the board.

“It is important that we identify the tools they need to accelerate improvement and model strategies that are yielding success,” Long said. “We also need to develop and implement meaningful and successful intervention programs to work with those schools that chronically fail to meet their academic targets.”

To review the Accountability Progress Report results in their entirety, visit the CDE online at www.cde.ca.gov/ta/ac/ar/index.asp.