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Term and Score Explanations

Total Enrollment on First Day of Testing (Top of Report)
Schools were required to submit a California Standards Test (CST), California Modified Assessment (CMA), 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 state.

Total Number Tested (Top of Report)
This is the number of students who were administered the CST, CMA, or 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 CMA, or the CAPA.

Reported Enrollment
This is the number of CST, CMA, 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 and county and for the state.

Students Tested
This is the number of students tested for the subject area reported (whether or not they received a score).

Students with Scores
This is the number of students who responded to enough questions on the CSTs, the CMA, the CAPA, or the STS to receive a score. Students who tested with modifications are included in this number.

California Standards Tests (CSTs)

% of Enrollment
Schools submitted student information for every student enrolled on the first day the CSTs were administered. The percent of enrollment is the number of students tested divided by the number of students enrolled on the first day of testing. In some instances the percent may exceed 100% because of students who enrolled in a school after the first day of testing and were subsequently 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. 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 percent of students scoring at each performance level may be compared within each grade level and subject area (e.g., fourth grade 2007 to fourth grade 2008).

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

  • Advanced: This category represents a superior performance. Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment, at this grade, in this content area.
  • Proficient: This category represents a solid performance. Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment, at this grade, in this content area.
  • Basic: This category represents a limited performance. Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment, at this grade, in this content area.
  • Far Below / Below Basic: This category represents a serious lack of performance. Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment, at this grade, in this content area.

The percent of students who 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 grades 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 the grade four and grade seven tests. If grade four and grade seven students have a score only for the multiple-choice questions, the scale score and performance level are based only on the multiple-choice score.

The scale score that divides basic scores from below basic is 300 for every grade and subject area. The score that divides 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 EOC CSTs—Algebra I, all CSTs for mathematics for grades eight through eleven, science for grades nine through eleven (except the Grade 10 CST for Life Science), and World History—are not grade-specific. They are administered to students who have completed, or will complete by the end of the school year, a course that aligns with a particular EOC CST. The EOC column summarizes the results for all students within the school, district, county, or the state who took each course- or discipline-specific test.

California Standards Test Summary Report

This report provides information on the students who took CSTs and scored at Proficient or Advanced in all grades tested for each content area. The test content areas displayed on this report include:

  • English–language arts (grade-level tests for grades two through eleven)
  • History–Social Science (grade-level tests for grades eight and eleven and the end-of-course World History test for grades nine through eleven)
  • Mathematics (grade-level tests for grades two through seven and the end-of-course tests for grades seven through eleven)
  • Science (grade-level tests for grades five, eight, and ten that are used to meet federal assessment requirements)
  • End-of-course Science (grades nine through eleven)

% Proficient or Advanced
This is the percent of students in all grades tested who took the CSTs for a specific content area and who scored at Proficient or Advanced.

California Modified Assessment (CMA)

Scale scores and performance levels are available only for the CMA results for grades three through five in 2009; however, they will be available for students in grades six through eight who take the CMA in 2010 and subsequent years.

Note: A student may take either the CST or the CMA in a subject area.

% of Enrollment
Schools submitted student information for every student enrolled on the first day the CMA was administered. The percent of enrollment is the number of students with scores divided by the number of students enrolled on the first day of testing. In some instances the percent may exceed 100% because of students who enrolled in a school after the first day of testing and were subsequently tested.

Mean Scale Score (Grades three through five)
This is the arithmetic mean or average of the scale scores for all students in each of grades three, four, and five who took the CMA. Scale scores are used to equate the CMA from year to year and to determine the performance levels. Scale scores are used to adjust for any differences in the difficulty levels of the tests that result from question replacement.

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

  • Advanced: This category represents a superior performance. Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment, at this grade, in this content area.
  • Proficient: This category represents a solid performance. Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment, at this grade, in this content area.
  • Basic: This category represents a limited performance. Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment, at this grade, in this content area.
  • Far Below / Below Basic: This category represents a serious lack of performance. Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment, at this grade, in this content area.
The percent of students who scored at each performance level on the CMA for English–language arts, mathematics, and science are reported for schools, districts, counties, and the state. At grades three and five the performance levels are based only on multiple-choice questions. The grade four CMA for English–language arts has 48 multiple-choice questions and a 4-point writing component. Scale scores and performance levels generally are based on the 52 points possible for the grade four CMA for ELA. If grade four students have a score only for the multiple-choice questions, the scale score and performance level are based only on the multiple-choice score.

Average % Correct (Grades six through eight)
This is the average percent of correct answers for each test and grade level.

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.

% Tested
This is the number of students assessed with the CAPA divided by the total number of students tested with the CSTs/CMA and CAPA multiplied by 100.

CAPA Level
There are five CAPA Levels: Level I is for students in grades two through eleven 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). As with 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
As do the CSTs, the 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.

Standards-based Tests in Spanish (STS)

Scale scores and performance levels are available only for STS results for grades two through four in 2009; however they will be available for students in other grades in subsequent years.

% of Enrollment
Schools submitted student information for every student enrolled on the first day the STS was administered. The percent of enrollment is the number of students with scores divided by the number of students enrolled on the first day of testing. In some instances the percent may exceed 100% because of students who enrolled in a school after the first day of testing and were subsequently tested.

Mean Scale Score (Grades two through four)
This is the arithmetic mean or average of the scale scores for all students in each of grades two, three, and four who took the STS. Scale scores are used to equate the STS from year to year and to determine the performance levels. Scale scores are used to adjust for any differences in the difficulty levels of the tests that result from question replacement.

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

  • Advanced: This category represents a superior performance. Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment, at this grade, in this content area.
  • Proficient: This category represents a solid performance. Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment, at this grade, in this content area.
  • Basic: This category represents a limited performance. Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment, at this grade, in this content area.
  • Far Below / Below Basic: This category represents a serious lack of performance. Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment, at this grade, in this content area.
The percent of students who scored at each performance level on the STS for reading/language arts and mathematics are reported for schools, districts, counties, and the state.

Average % Correct (Grades five through eleven)
The average percent of correct answers for each test and grade level.