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It summarizes what the data can reveal about the share meeting or exceeding standards, average performance, changes over time, and subgroup comparisons (including disability, income, English fluency, ethnicity, and gender). It also highlights what the data cannot determine without further disaggregation, such as combined race-gender effects. Key findings include marginal overall improvement, lower math attainment (39% meeting standards), persistent achievement gaps, and declining 11th-grade scores in both areas.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/california-smarter-balanced-assessment-sbac-2017-18-results-presentation-summary/504103/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/california-smarter-balanced-assessment-sbac-2017-18-results-presentation-summary/504103.png","ImageObject",300,407,{"name":92,"@type":93},"Rowan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-03",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the SBAC assessment measuring in 2017-18?","Question",{"text":112,"@type":113},"SBAC measures knowledge and skills in English language arts/literacy (ELA) and mathematics for grades 3-8 and 11. The standards are intended to foster college and career readiness aligned to California’s Common Core-based expectations.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the data show about performance and change over time?",{"text":117,"@type":113},"The results describe the percentage meeting standards by grade, how average students perform relative to grade-level standards, and how performance has changed over time. With four years of data (2014-15 to 2017-18), the presentation identifies trends in improvement.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the main findings from 2017-18?",{"text":121,"@type":113},"Overall improvement from last year is marginal, with 50% meeting standards in ELA and 39% in math. Large achievement gaps persist across economically disadvantaged students, English learners, African American students, and Latino students, and 11th-grade scores decline in both subjects.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},504103,1791628027,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1099514067415,"https://ap-avatar.wpscdn.com/avatar/100002539d78ffe74a7?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779092875211072502","California Smarter Balanced Assessment (SBAC)  \n2017-18 Results  \nCreated October 17, 2018  \n© 2018 THE EDUCATION TRUST—WEST  \nAbout the Test & Scores  \n• Students took the Smarter Balanced (SBAC) assessments between January and July of 2018. These tests are part of the broader set of tests known as the California Assessment of Student Performance and Progress (CAASPP) .  \n• The Smarter Balanced assessments were administered for the first time in 2015. These assessments are aligned with California standards that are based on the Common Core.  \n• California is part of a consortia of 13 states administering the Common Core assessments.  \n• SBAC measures knowledge and skills in English language arts/literacy (ELA) and Mathematics for grades 3-8 and 11. These standards are meant to foster college and career readiness.  \n• The scores tell us how many students are meeting the standards—the goals for what students should know and do at each grade level. They also tell us how many students are exceeding standards, nearly meeting standards, and not meeting standards.  \n• Because we now have access to four years of SBAC results, we are able to see trends in improvement from 2014-15 to 2017-18.  \nSource: [http://www.corestandards.org/](http://www.corestandards.org/); [http://www.smarterbalanced.org/](http://www.smarterbalanced.org/) (accessed October 2018) .  \n© 2018 THE EDUCATION TRUST—WEST  \nData Accessibility  \nWHAT THE DATA CAN TELL US ABOUT PERFORMANCE  \n• The percentage of students meeting standards at each grade level  \n• How the average student is performing, and how far the average student is above or below grade-level standards  \n• How performance has changed over time  \n• How some student groups, with more than 10 students tested, perform compared to one another by:  \n– Disability status  \n– Income status  \n– English-language fluency status  \n– Ethnicity (for select groups)  \n– Ethnicity by income status (cross tabulated)  \n– Gender  \n– Migrant education status  \n– Parent education level  \nWHAT THE DATA CAN’T TELL US  \n• Without further disaggregation and cross tabulation, we still don’t know:  \n– How the combination of race and gender affect performance; for instance, we don’t know how Latino males are doing in comparison to Latina females  \n– How the combination of race and disability affect performance; for instance, we don’t know how Black students identified for special education are doing in comparison to those who are not  \n– How subgroups within the Asian American community, such as Vietnamese students, are doing  \n– How long-term English learners are doing  \n© 2018 THE EDUCATION TRUST—WEST  \n2017-18 SBAC Summary Findings  \nHIGH-LEVEL DATA TRENDS  \n• Improvement from last year to this year has been marginal, similar to the prior year.  \n• Half (50%) of all students met standards in English language arts/literacy, and fewer than 4 in 10 students (39%) met standards in Math.  \n• Large achievement gaps persist, with economically disadvantaged students, English learners, African American students, and Latino students performing far below their economically advantaged, White, and Asian peers.  \n– Just 1 in 4 (27%) Latino students met Math standards  \n– Just 1 in 5 (20%) African American students met Math standards, and just 1 in 3 (32%) met English language arts/literacy standards  \n• 11th grade scores declined for both Math and English language arts/literacy, retreating to 2015 levels for the latter.  \n© 2018 THE EDUCATION TRUST—WEST  \n2014-15 through 2017-18 Trends  \n© 2018 THE EDUCATION TRUST—WEST  \nMath scores improved in the early grades but improvement was small, flat, or negative in the  \nlater grades  \nPercent Meeting or Exceeding Standards on SBAC Math  \n(2014-15 to 2017-18)  \n3rd 4th 5th 6th 7th 8th 11th ALL GRADES  \n 2014-15  2015-16  2016-17  2017-18  \nSource: California Department of Education, 2018 (accessed Oct. 2018) . Numbers may sum differently due to rounding.  \n© 2018 THE EDUCATION TRUST—WEST  \nAchieveme","cbCaiflrQc6Ti0Ch","https://ap.wps.com/l/cbCaiflrQc6Ti0Ch","pdf",441205,34,"English","# About the Test & Scores\n## Data Accessibility\n## 2017-18 SBAC Summary Findings\n# 2014-15 through 2017-18 Trends\n## Math trends and grade patterns\n## Achievement gaps across ethnic groups\n## ELA trends and grade patterns\n## ELA and Math gaps by English learner status","[{\"question\":\"What is the SBAC assessment measuring in 2017-18?\",\"answer\":\"SBAC measures knowledge and skills in English language arts/literacy (ELA) and mathematics for grades 3-8 and 11. The standards are intended to foster college and career readiness aligned to California’s Common Core-based expectations.\"},{\"question\":\"What does the data show about performance and change over time?\",\"answer\":\"The results describe the percentage meeting standards by grade, how average students perform relative to grade-level standards, and how performance has changed over time. With four years of data (2014-15 to 2017-18), the presentation identifies trends in improvement.\"},{\"question\":\"What are the main findings from 2017-18?\",\"answer\":\"Overall improvement from last year is marginal, with 50% meeting standards in ELA and 39% in math. Large achievement gaps persist across economically disadvantaged students, English learners, African American students, and Latino students, and 11th-grade scores decline in both subjects.\"}]","California Smarter Balanced Assessment (SBAC) - 2017-18 Results - Presentation Summary | PDF",1791064013,86]