August 15, 2005

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Overall Improvement on California's Standards Tests Masks Achievement Gaps for African American & Latino Students, Education Trust-West Analysis Finds

Notable Gains in CDE Results Show Low Achievement is Not Inevitable - But Achievement Gaps Persist

(Oakland, CA) – While California K-12 students overall are improving on the California Standards Test, achievement gaps between Latino and African-American students and their white and Asian peers are virtually stagnant, and in some cases widening, according to an analysis report released today by the Education Trust-West.

In its report, the Education-Trust West probed beyond the averages put forth in the California Department of Education findings on how students did on the 2005 Standardized Testing and Reporting (STAR) program and the 2004-05 California High School Exit Examination (CAHSEE) in order to get a sharper picture of how the state’s, Latino, African-American, low-income and English-learning students are faring.

Perhaps the most closely scrutinized section of the CDE release involves CAHSEE, the new test students graduating in 2006 are required to pass in order to receive a high school diploma. State results show that the 88 percent of California’s class of 2006 are on track to meet these new graduation requirements. But while students of color, low-income students and English learners have made major strides, significant achievement gaps remain between these groups and their peers on the CAHSEE.

While progress is being made, it is not being made across the board, the Education Trust-West analysis reveals.

Analysis Highlights on CAHSEE Passing Rates for the Class of 2006:

Math Proficiency:

• African-American students made a 21-point gain between 10^th and 11^th grade, with 75 percent passing the test as juniors compared to 54 percent as sophomores. But they continue to lag 20 points behind white students.
• Latino students made a 20-point gain between 10^th and 11^th grade, with 81 percent passing the test as juniors compared to 61 percent as sophomores. But they also lag behind white students by 14 points.
• Low-income students made a gain of 19 points, with 80 percent of 11^th graders passing compared to 61 percent of 10^th graders. They scored 8 points lower than all other students.
• English learners made a significant gain of 25 points as juniors (74 percent) compared to where they were as sophomores (49 percent). But they lag behind their peers by 14 points.

English Language Arts Proficiency:

• African-American students made a 19-point gain between 10^th and 11^th grade (82 percent of juniors passed compared to 63 percent as sophomores). But these gains still put them14 points behind their white counterparts.
• Latino students also made a 19-point gain between 10^th and 11^th grade (81 percent of juniors passed compared to 62 percent as sophomores). But they also continue to lag behind White students by 15 points.
• Low-income students made a gain of 20 points, with 80 percent of 11^th graders passing compared to 61 percent of 10^th graders. This is 8 points lower than all other students.
• English learners leaped by 26 points as juniors (65 percent) compared to where they were as sophomores (39 percent). But they lag behind their peers by 23 points.

“For the first time, CAHSEE holds adults accountable for the consequences that ill-prepared high school graduates have borne all along,” said Russlynn Ali, executive director of the Education Trust-West. “Before CAHSEE, the consequences were invisible, except on urban and rural street corners and in unemployment lines. These results represent a call to action for our district and state leaders to target resources and attention to the students most in need if we are to build the 21^st century workforce California needs.”