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), Standardsbased Tests in Spanish (STS), 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 CSTs, CMA, STS,
or CAPA.
Total Number Tested in Selected Subgroup (Top of Report)
This is the number of students in the subgroup (selected by the viewer) who
responded to any questions on the CSTs, CMA, STS or CAPA.
Reported Enrollment
This is the number of CST, CMA, STS, 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, CMA,
STS, or CAPA 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 with the CSTs divided by the total number of students
enrolled on the first day of testing. In some instances the percent may
exceed 100 percent because of students who enrolled in a school after the first day of
testing and were subsequently tested. The percent of enrollment is not reported in the
EndofCourse (EOC) summary column for course/disciplinespecific tests.
Mean Scale Score for CSTs
This is the arithmetic mean or average of the scale scores for all students
who took each grade and/or contentspecific CST 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. A portion 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., grade four CST for English–Language Arts [ELA] 2012 to grade four CST for ELA 2013).
% (of Students Who Scored at Each) Performance Level
California uses five performance levels to report student achievement on the
CSTs:

Advanced:
This level 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 level 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 level 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 level 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 (ELA), mathematics, science, and history–social science are reported for schools, districts, counties, and the state.
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 in the CST Technical Report that is available at http://www.cde.ca.gov/ta/tg/sr/technicalrpts.asp. The target is for all California students to score at proficient or above.
EOC (EndofCourse)
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 gradespecific. 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 disciplinespecific 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:
 ELA (gradelevel tests for grades two through eleven)
 History–Social Science (gradelevel tests for grades eight and eleven and the endofcourse World History test for grades nine through eleven)
 Mathematics (gradelevel tests for grades two through seven and the endofcourse tests for grades seven through eleven)
 Science (gradelevel tests for grades five, eight, and ten that are used to meet federal assessment requirements)
 Endofcourse 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)
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 tested with the CMA
divided by the total number of students enrolled on the first day of testing. In some
instances the percent may exceed 100 percent because of students who enrolled in a school after
the first day of testing and were subsequently tested.
Mean Scale Score
This is the arithmetic mean or average of the scale scores for all students who took each
grade and/or contentspecific CMA. Scale scores are used to equate the CMA from year to year and
to determine the performance levels. A portion of the CMA 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.
California uses five performance levels to report student achievement on the CMA:

Advanced:
This level 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 level 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 level 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 level 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 ELA, mathematics, and science are reported for schools, districts, counties, and the state.
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 in the CMA Technical Report that is available at http://www.cde.ca.gov/ta/tg/sr/technicalrpts.asp. The target is for all California students to score at proficient or above.
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 for this subject area 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. A portion 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 in the CAPA Technical Report
available at http://www.cde.ca.gov/ta/tg/sr/technicalrpts.asp.
The target is for all California students to score at proficient or above.
Standardsbased Tests in Spanish (STS)
% 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 tested with the STS
divided by the number of students enrolled on the first day of testing. In some
instances the percent may exceed 100 percent because of students who enrolled in a school after
the first day of testing and were subsequently tested.
Mean Scale Score
This is the arithmetic mean or average of the scale scores for all students who took each grade and/or
contentspecific STS without modifications. Scale scores are used to equate the STS from
year to year and to determine the performance levels. A portion of the STS 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.
% (of Students Who Scored at Each) Performance Level
California uses five performance levels to report student achievement on the STS:

Advanced:
This level 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 level 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 level 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 level 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.
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 in the STS Technical Report that is available at http://www.cde.ca.gov/ta/tg/sr/technicalrpts.asp. The target is for all California students to score at proficient or above.