[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-269187-105":59,"doc-detail-269187-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","californias-k12-test-scores-what-can-the-available-data-tell-us","California’s K–12 Test Scores - What Can the Available Data Tell Us?","","Examines what publicly available SBAC English and mathematics test data can reveal about K–12 student performance in California during the first three years of implementation. Analyzes achievement levels and growth patterns across grades, including differences by disability status, low-income status, and English Learner groups. Highlights limits of public data for estimating achievement growth for major subgroups, and questions the accuracy of school and district accountability calculations.",{"@graph":69,"@context":123},[70,84,106],{"@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":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/californias-k12-test-scores-what-can-the-available-data-tell-us/269187/",{"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/californias-k12-test-scores-what-can-the-available-data-tell-us/269187.png","ImageObject",300,407,{"name":92,"@type":93},"Fez","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-17","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What SBAC tests does the report analyze?","Question",{"text":113,"@type":114},"It focuses on Smarter Balanced Assessment Consortium (SBAC) English and mathematics tests used to measure student progress and assess school and district performance.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What do the findings suggest about proficiency trends across grades?",{"text":118,"@type":114},"English proficiency rises after 3rd grade and reaches about 60% by 11th grade, while mathematics proficiency declines, leaving only about one-third proficient by 11th grade.",{"name":120,"@type":111,"acceptedAnswer":121},"Why does the report say current public data is limited for accountability?",{"text":122,"@type":114},"It notes that publicly available test data cannot provide accurate estimates of achievement growth for major student subgroups, and that school and district performance data are problematic for calculating gains.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},269187,1789447919,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145,"preview_page_count":4},2336478940794,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","JUNE 2018  \nPaul Warren  \nCalifornia’s K–12 Test Scores  \nWhat Can the Available Data Tell Us?  \n© 2018 Public Policy Institute of California  \nPPIC is a public charity. It does not take or support positionson any ballot measures or on any local, state, or federal legislation, nor does it endorse, support, or oppose any political parties or candidates for public office.  \nShort sections of text, not to exceed three paragraphs, may be quoted without written permission provided that full attribution is given to the source.  \nResearch publications reflect the views of the authors and do not necessarily reflect the views of our funders or of the staff, officers, advisory councils, or board of directors of the Public Policy Institute of California.  \nSUMMARY  \nCONTENTS  \nIntroduction The SBAC Tests  \nPercentage of Students Meeting State Standards  \nGrowth in Average Scores, 2015–16 to 2017–18  \nConclusion  \nTechnical appendices to this report are available on the PPIC website .  \n4 5  \n7  \n14  \n21  \nCalifornia’s K–12 system relies on the Smarter Balanced Assessment Consortium (SBAC) English and mathematics tests to measure student academic progress and assess school and district performance. This report uses publicly available data to explore trends in student performance during the first three years this test has been in place. Key findings include:  \n􀂃 In the 2016–17 school year, about 45 percent of 3rd grade students performed at proficient levels both in mathematics and English. In English, the proportion of students meeting proficiency standards rises after 3rd grade. By 11th grade, about 60 percent of students tested as proficient. By contrast, in mathematics proficiency rates fall as students move forward. By 11th grade, only a third score at proficient levels. Achievement levels are much lower for students with disabilities, and low-income and English Learner (EL) students.  \n􀂃 Overall, 2016–17 scores changed little from 2015–16. This is quite different than in the previous year, when students made large gains. This pattern is consistent across the seven racial and ethnic groups reported by the CDE. The previous higher growth rate may have resulted in part from systemic factors, such as better understanding of the SBAC tests, continued implementation of the standards, and experience with online testing.  \n􀂃 Scores for low-income students are consistently low across the state, while scores of higher-income students vary more widely by region. The lower scores of regions with larger shares oflow-income students reflect not only the performance of the low-income group, but also relatively lower proficiency levels of the higher-income group.  \nMany things we wanted to learn about student performance could not be measured using the publicly available test data. In particular, it does not provide accurate estimates of achievement growth for major student subgroups. This is a major problem because the SBAC tests were specifically designed to assess such growth. Public data on school and district performance are also problematic—so much so that it cannot be used for calculating school and district gains. The State Board of Education uses similar data to calculate state accountability ratings for English and mathematics, and our analysis raises questions about their accuracy.  \nThese issues warrant the state’s attention. Fortunately, the State Board of Education and the California Department of Education (CDE) are exploring changes in the way accountability measures are calculated. The state should also reexamine how student mobility affects school and district accountability data. In addition, CDE should reassess how it releases annual SBAC test data, with the goal of making it more accessible. To determine how best to meet the current range of data needs, the department should work with researchers and policymakers to revamp its data program.  \nIntroduction  \nCalifornia has nearly completed implementation of its comprehensive K–12","cbCaihHVdlSnWSJM","https://ap.wps.com/l/cbCaihHVdlSnWSJM","pdf",534059,26,"English","# Summary\n## Introduction\n## The SBAC Tests\n## Percentage of Students Meeting State Standards\n## Growth in Average Scores, 2015–16 to 2017–18\n## Conclusion\n# Technical appendices","[{\"question\":\"What SBAC tests does the report analyze?\",\"answer\":\"It focuses on Smarter Balanced Assessment Consortium (SBAC) English and mathematics tests used to measure student progress and assess school and district performance.\"},{\"question\":\"What do the findings suggest about proficiency trends across grades?\",\"answer\":\"English proficiency rises after 3rd grade and reaches about 60% by 11th grade, while mathematics proficiency declines, leaving only about one-third proficient by 11th grade.\"},{\"question\":\"Why does the report say current public data is limited for accountability?\",\"answer\":\"It notes that publicly available test data cannot provide accurate estimates of achievement growth for major student subgroups, and that school and district performance data are problematic for calculating gains.\"}]","California’s K–12 Test Scores - What Can the Available Data Tell Us? | PDF",66]