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Report Term and Score Explanations  |  Comparing Scores  |  Viewing & Printing Scores

Report Term and Score Explanations

Report Terms

Total Enrollment on First Day of Testing
Schools were required to submit a STAR answer document for every student enrolled on the first day of testing whether or not a student was tested. The Total Enrollment on First Day of Testing is the number of answer documents submitted for the school, district, county, or the state.

Total Number Tested
This is the number of students who responded to any questions on the California Standards Tests (CSTs) and California Achievement Tests, Sixth Edition Survey (CAT/6) or who were assessed with the California Alternate Performance Assessment (CAPA).

Students Tested
The number of students with valid test scores for the content area reported. This is the number of students used for calculating the average scores reported.

Mean Scaled Score for CSTs
This is the arithmetic mean of average of the scaled scores for all students who took grade-level CSTs without modifications for whom no adult testing irregularities were reported. The scaled scores for each grade and content area for the CSTs range between 150 (low) to 600 (high).

Performance Standards
Performance standards identify levels of student achievement based on a demonstrated degree of mastery of the academic content standards tested. California uses five performance standards for its California Standards Tests:

  • Advanced performance in relation to the academic content standards tested
  • Proficient performance in relation to the academic content standards tested
  • Basic performance in relation to the academic content standards tested
  • Below Basic performance in relation to the academic content standards tested
  • Far-Below Basic performance in relation to the academic content standards tested

The number and percent of students with California Standards Test scores for English-language arts, mathematics, science and history-social science at each performance standard are reported for schools, districts, counties, and the state. At grades 2, 3, 5, 6, and 8 through 11, the performance standards are based only on the multiple-choice component of the standards tests. The grade 4 and 7 writing test scores are added to the multiple-choice scores, and the performance standards are based on this total English-language arts test score.

The performance standards for each grade and content area are based on scaled scores that range between 150 and 600. The score dividing the basic scores from below-basic is 300 for every grade and content area. The score dividing basic scores from proficient scores is 350 for every grade and content area. Tables that include the score range for each grade level, content area, and academic performance (achievement) standard are at http://www.cde.ca.gov/statetests/star/star.html.

EOC (End of Course)
The CST mathematics tests for grades 8 though 11 and the CST science tests for grades 9 through 11 are aligned with the courses the students completed or will complete by the end of the school year. The EOC column summarizes the results for all students within the school, district, county, or state who took each course/discipline specific test.

Percentile Ranks
A percentile rank is the percent of people in the norming sample who had scores less than or equal to a student's score. A student with a reading comprehension score at the 60th percentile scored as well or better than 60 percent of the students in the norming groups.

NPR (National Percentile Rank) of the "Average" Student
There is no provision for producing group level, school or district percentile ranks. The percentile ranks of individual students cannot be used to produce an average percentile rank for a group, because percentile ranks cannot be added or averaged across students. The national percentile rank for the "average" student is an arithmetically derived score that may not equal a score for any student in the group. This is why the score is attributed to a hypothetical student.

% Scoring Above the 75th NPR, % Scoring At or Above the 50th NPR, and % Scoring Above the 25th NPR
These scores correspond to the percent of students in the school, district, county, or state with scores corresponding to those of students in the top quarter of the 1995 national sample (above 75th NPR), in the top half of the 1995 national sample (at or above the 50th NPR), and in the top three-quarters of the 1995 national sample (above the 25th NPR). The percent of students scoring above each level is calculated by counting the number of students with scores above a particular NPR (76th NPR and higher) and dividing by the total number of students tested. Note that the percent of students scoring at or above the 50th NPR is a subset of students scoring above the 25th NPR, and the percent of students scoring above the 75th NPR is a subset of the group scoring at or above the 50th NPR. The percent of students scoring at or above the 50th NPR is sometimes referred to as the percent of students scoring at or above grade level. To obtain the percent of students in the school, district, county or state that had scores in the lowest quarter of the national sample subtract the percent scoring above the 25th NPR from 100.

Mean Scaled Score
Raw scores identify the number of questions answered correctly on a test or sub-test. Score tables are used to convert raw scores to scaled scores. A scaled score takes differences in the difficulty of test forms into account. Scaled scores are useful for reporting changes over time. The Stanford 9 provides results in terms of scaled scores for individual students and mean or average scaled scores for groups of students. Scaled scores are also reported for the California Standards Tests for individual students and mean or average scaled scores for groups of students. Stanford 9 scaled scores cannot be compared with the California Standards Tests. Scaled scores should also not be used to compare two different content areas, such as reading and mathematics, on the same test.

Scaled scores for individual students or groups of students within each content area should increase each year on the Stanford 9 because the tests use a continuous scale from the lowest to the highest grade levels of the tests. The California Standards Tests scaled scores may not increase from year to year, because each grade and content area is scaled independently rather than using a continuous scale from the lowest to the highest grade.

% Of Enrollment
Schools submitted student information for every student enrolled on the first day the California Standards and CAT/6 tests were administered. The percentage of enrollment is the number of students with valid test scores divided by the number of students enrolled on the first day of testing. In some instances the percentage may exceed 100% due to students who enrolled in a school after the first day of testing who were tested with subtests administered after they enrolled. The % of Enrollment is not reported for the End of Course summary column of course/discipline specific tests.



California Department of Education

©2014 California Department of Education
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