Administrators note API tests are only a snapshot
San Benito High School’s API score for the 2006 school year fell
below the state average, and below last year’s performance
– a decrease that straddled all demographic strata.
Administrators note API tests are only a snapshot
San Benito High School’s API score for the 2006 school year fell below the state average, and below last year’s performance – a decrease that straddled all demographic strata.
“This is a snapshot, but an important snapshot,” said Cindy Cordova, director of educational services. The API is the Academic Performance Index; the standard California uses to measure student performance. Scores range from 200 to 1,000, with each school receiving 200 points just for submitting their scores. The statewide target is 800 points, which is considered proficient.
Each school has its own target and each significant demographic component, called a subgroup. Each subgroup must achieve 80 percent of the school wide target. Significant subgroups include different ethnic groups, special education students and low-income students.
The target for San Benito changes from year to year based on the school’s past performance. The target is to improve by 5 percent of the difference between last year’s score and the state target.
So a little high school math is in order. SBHS posted a score of 695 in 2005. To compute the goal for this year, you would subtract 695 from the statewide goal of 800, which is 105. You then multiply 105 by 5 percent, or 0.05, to arrive at 5.25, which is the target growth. Adding 5.25 to last year’s score of 695 and you get 700 (rounded down), which was the target score this year. Instead, SBHS posted a 678, or 22 points below goal.
There will be a quiz on this next week.
SBHS’s demographic breakouts illustrate that none of the subgroups performed much better than any other. All groups remain flat, Cordova said.
However, even though the raw data shows numerical differences between groups, the percentages show exactly the same decrease.
This year “white” subgroup dropped 21 points, while the Hispanic/Latino group dropped 17 points. But if you divide into last year’s scores for each respective subgroup, both subgroups fell 2.7 percent.
Looking at the API results for the past six years, some trends emerge. For instance, the Hispanic/Latino subgroup participation rose from 432 students in 2000 to 1,070 this year. The subgroup made its target score in 2000, but narrowly missed it the following two years before significantly exceeding the target in 2003.
White students exceeded the 2005 goal by exactly the same amount they fell short of this year – 21 points.
Some of the weighting factors that determine how tests are scored include whether a student is taking algebra in the 8th grade or the 9th grade. There is a penalty if students are taking algebra in the 9th grade.
“The API [test] has changed every year since its inception. There are different tests and different weighting factors,” Cordova said.
This year in an effort to raise scores, the high school added an additional 40-minute tutoring and independent study period.
“This not only helps the students academically, but it also creates another healthy relationship with a caring adult,” Cordova said.
The idea for the additional study period came as a result of Principal Debbie Padilla researching schools similar to San Benito that were achieving at a higher rate.
Anzar High School in San Juan Bautista significantly exceeded its target growth. The growth target was 5 and the school tested 22 points above goal. Additionally, every subgroup at the school met their subgroup growth target. Low-income students and Hispanic/Latino scores increased significantly.
Principal of Anzar High School, Charlene McKowen, could not be reached for comment.
One area of San Benito County where the API scores really shine is in the rural schools such as Southside School, said San Benito County Superintendent of Schools Tim Foley.
“Rural schools are much smaller, so no kids fall through the cracks,” Foley said. “Because of the structure students are more likely to have a teacher more than one year. There is a similar phenomenon at Aromas and San Juan. The learning at these schools takes place at the individuals pace and learning style. The teachers also have more time to develop personal relationships with the kids because the time is not spent on discipline and class control.”
Patrick O’Donnell can be reached at [email protected]
