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Term and Score Explanations  |  Comparing Test Results  |  Printing Test Results

Term and Score Explanations

Total Enrollment on First Day of Testing (Top of Report)
Schools were required to submit a California Standards Test or California Alternate Performance Assessment (CAPA) answer document for every student enrolled on the first day of testing whether or not the 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 (Top of Report)
This is the number of students who responded to any questions on the CSTs, the CAT/6 Survey, or the California Alternate Performance Assessment (CAPA).

Total Number Tested in Selected Subgroup (Top of Report)
This is the number of students in the subgroup selected by the reviewer who responded to any questions on the CSTs, the CAT/6 Survey, or the CAPA.

Reported Enrollment
The number of CST or CAPA answer documents submitted for students who were enrolled on the first day of testing whether or not the students were tested. The number of answer documents submitted by each school were added to produce the enrollment for each district, county, and the state.

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

California Standards Tests (CSTs)

% of Enrollment
Schools submitted student information for every student enrolled on the first day the CSTs 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 and were tested. The % of Enrollment is not reported in the End-of-Course (EOC) summary column for course/discipline specific tests.

Mean Scale Score for CSTs
This is the arithmetic mean or average of the scale scores for all students who took content-specific CSTs without modifications for whom no adult testing irregularities were reported. The scale scores for each grade and subject area range between 150 (low) to 600 (high). Scale scores are used to equate the CSTs from year to year and to determine the performance levels. Half of the CST questions are changed from year to year, and scale scores are used to adjust for any differences in the difficulty levels of the tests that result from this question replacement. While the average number of questions answered correctly should not be compared from year to year, scale scores and the percentage of students scoring at each performance level may be compared within each grade and subject area.

% (of Students Who Scored at Each) Performance Level
California uses five performance levels to report student achievement on the CSTs:

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

The percentage of students that scored at each performance level on the CSTs for English-language arts, mathematics, science, and history-social science are reported for schools, districts, counties, and the state. At grades two, three, five, six, and eight through eleven, the performance levels are based only on multiple-choice questions. The grade four and seven California English-Language Arts Standards Tests have 75 multiple-choice questions and an 8-point writing component. Scale scores and performance levels generally are based on the 83 points possible for these tests. If grade four and seven students have a score only for the multiple-choice questions, the scale score and performance level are based on the multiple-choice score.

The performance levels for each grade and subject area are based on scale scores that range between 150 and 600. The score dividing the basic scores from below basic is 300 for every grade and subject area. The score dividing basic scores from proficient scores is 350 for every grade and subject area. Tables that include the score range for each grade level, subject area, and performance level are available at http://www.cde.ca.gov/ta/tg/sr/resources.asp. The target is for all California students to score at proficient or above.

EOC (End-of-Course)

The CST mathematics tests for grades eight though eleven and the CST science tests for grades nine through eleven 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 the state who took each course/discipline specific test.

California Achievement Tests, Sixth Edition Survey (CAT/6 Survey) for Grades 3 and 7

National Percentile Rank (NPR)
A percentile rank is the percentage of scale scores for students in a national sample of students, in the same grade, tested at a comparable time of the school year, that fall below the scale score for the student. This national sample is referred to as the norm group or norming sample. For example, if a student’s scale score converts to the 60th NPR on the CAT/6 Survey Reading Test, this means that the student scored as well as or better than 60 percent of the students in the national sample (norm group). The students in the CAT/6 Survey norming sample were tested during spring 2000.

NPR for "Average" Student Score
There is no provision for producing CAT/6 Survey school, district, or state percentile ranks, and the percentile ranks of individual students cannot be averaged to produce a group NPR. Since NPRs cannot be averaged, the normal curve equivalent(NCE) scores for the individual students are averaged. This NCE score for the “average” student is then used to look up the corresponding NPR. The NPR is attributed to a hypothetical "average" student because the NCE score may not equal a score actually received by any student in the group.

% Scoring Above the 75th NPR, % Scoring At or Above the 50th NPR, and % Scoring Above the 25th NPR
These scores correspond to the percentage of students in the school, district, county, or state with scores corresponding to those of students in the top quarter of the 2000 national sample (above 75th NPR), in the top half of the 2000 national sample (at or above the 50th NPR), and in the top three-quarters of the 2000 national sample (above the 25th NPR). The percentage 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 percentage of students scoring at or above the 50th NPR is a subset of students scoring above the 25th NPR, and the percentage of students scoring above the 75th NPR is a subset of the group scoring at or above the 50th NPR. The percentage of students scoring at or above the 50th NPR is sometimes referred to as the percentage of students scoring at or above grade level. To obtain the percentage 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 Scale Score
A table provided by the test publisher is used to convert the number of questions each student answered correctly to a scale score. The CAT/6 Survey uses a scale from 0 to 999 that begins in kindergarten and goes through grade twelve. Scale scores are useful for reporting changes over time. The CAT/6 Survey provides results in terms of scale scores for individual students and mean or average scale scores for groups of students. CAT/6 Survey scale scores cannot be compared with the scale scores for the CSTs and should not be used to compare two different subject areas, such as reading and mathematics, within the CAT/6 Survey.

Scale scores for individual students or groups of students within each subject area should increase each year on the CAT/6 Survey because the tests use a continuous scale from the lowest to the highest grade levels of the tests. The CST scale scores may not increase from year to year because each grade and subject area is scaled independently rather than using a continuous scale from the lowest to the highest grade.

California Alternate Performance Assessment (CAPA)

Total Number Tested in CAPA
This is the number of students across all grades and CAPA levels who were assessed with the CAPA.

Percent Tested
This is the number of students assessed with the CAPA divided by the total number of students tested with the CSTs-CAT/6 Survey and CAPA multiplied by 100.

CAPA Level
There are five CAPA Levels: Level I is for the students between the ages of seven and sixteen with the most profound disabilities, Level II is for students in grades two and three, Level III is for students in grades four and five, Level IV is for students in grades six through eight, and Level V is for students in grades nine through eleven.

Mean Scale Score
This is the arithmetic mean or average of the scale scores for all students who took the CAPA at this grade (state results) or at this CAPA level (school, district, and county results). The scale scores for each grade, subject area, and CAPA level range between 15 (low) to 60 (high). Like the CSTs, scale scores are used to equate the CAPA from year to year and to determine the performance levels. Half of the CAPA tasks are changed from year to year, and scale scores are used to adjust for any differences in the difficulty levels of the assessments that result from this task replacement. While the average number of questions answered correctly should not be compared from year to year, scale scores and performance levels may be compared within each CAPA level and subject area.

% (of Students Who Scored at Each) CAPA Performance Level
Like the CSTs, CAPA uses five performance levels: advanced, proficient, basic, below basic, and far below basic. The performance levels for each CAPA level and subject area are based on scale scores that range between 15 and 60. The score dividing the basic scores from below basic is 30 for every CAPA level and subject area. The score dividing basic scores from proficient scores is 35 for every CAPA level and subject area. Tables that include the score range for each CAPA level, subject area, and performance level are available at http://www.cde.ca.gov/ta/tg/sr/resources.asp. The target is for all California students to score at proficient or above.

SABE/2

N
The number of students tested for each grade and subject area.

RPR for “Avg.” Student Score
RPR is a reference group percentile rank that is similar to the national percentiles used for the CAT/6 Survey. Where the CAT/6 Survey compares student achievement to a sample of students selected to represent the nation as a whole, the reference group used for the SABE/2 was selected to represent Spanish-speaking students in bilingual classes. The RPR of the "AVG" student estimates the individual percentile rank for a hypothetical average student in this group. (See CAT/6 Survey NPR for “Average” Student Score.)

% Scoring Above 75th RP, % Scoring Above 50th RP, and % Scoring Above 25th RP
These scores correspond to the percentage of students in the school, district, county, or state with scores corresponding to those of students in the top quarter of the 1990 reference group sample (above 75th RP), in the top half of the 1990 reference group sample (above the 50th RP), and in the top three-quarters of the 1990 reference group sample (above the 25th RP). The percentage of students scoring above each level is calculated by counting the number of students with scores above a particular RP (76th RP and higher) and dividing by the total number of students tested. Note that the percentage of students scoring above the 50th RP is a subset of students scoring above the 25th RP, and the percentage of students scoring above the 75th RP is a subset of the group scoring above the 50th RP. To obtain the percentage of students in the school, district, county, or state that had scores in the lowest quarter of the reference group sample, subtract the percent scoring above the 25th RP from 100.



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