[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-583464-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-583464-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","longitudinal-description-of-students-in-california-partnership-academies-september-2013","Longitudinal Description of Students in California Partnership Academies - September 2013","","Longitudinal analysis of student trajectories in California Partnership Academies (CPAs) covering cohorts entering 10th grade in 2008-09 and 2009-10 and following them through grades 10 to 12. The report tracks persistence within the same academy and school, end-of-grade-12 graduation, and reported completion of the a-g course requirements for CSU/UC admission, with subgroup comparisons across transition, graduation, and a-g outcomes. Results organize findings into promotion, graduation, and a-g completion; changes in attendance, credits, and grades; and differences among academies.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/longitudinal-description-of-students-in-california-partnership-academies-september-2013/583464/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/longitudinal-description-of-students-in-california-partnership-academies-september-2013/583464.png","ImageObject",300,407,{"name":42,"@type":43},"Jake","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How many cohorts does the report analyze, and where do they start?","Question",{"text":63,"@type":64},"The report analyzes two cohorts. Cohort 1 starts with 10th grade CPA students in 2008-09, and cohort 2 starts with 10th grade CPA students in 2009-10.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What key student outcomes are measured across grades 10 to 12?",{"text":68,"@type":64},"Outcomes include remaining in the same academy and same school from grade 10 to 11, graduating at the end of grade 12, and reported completion of the a-g course requirements for CSU or UC admission.",{"name":70,"@type":61,"acceptedAnswer":71},"What do the main results say about student attrition?",{"text":72,"@type":64},"The report indicates the greatest attrition occurs between grades 10 and 11, when about one-third of students leave the academy, while more than 80 percent of academy 11th graders remain in the same academy in grade 12.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},583464,1792209917,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962084928904,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Longitudinal Description of Students in California Partnership Academies  \nSEPTEMBER 2013  \nDavid Stern, Phil Saroyan, and Candace Hamilton Hester  \nCollege & Career Academy Support Network University of California, Berkeley  \nThe California Department of Education provided support for preparation of this report. We wish to thank Dr. Patrick Ainsworth, Dr. Keith Edmonds, Christopher Mattson, Stephen Work, and especially Jerauld Winthrop for their support, encouragement, and guidance. The contents do not necessarily reflect the positions or policies of the Department, however, and the authors alone are responsible for any shortcomings of this report. We are grateful to Nick Despota of Lumina Media Production for creative and craftsmanlike graphic design in this report and the two preceding. As always, we continue to acknowledge the dedicated teachers and administrators whose work in California Partnership Academies enables so many students to find a meaningful and productive path through high school to a fulfilling future.  \nEXECUTIVE SUMMARY  \nThis is the third in a series of three reports analyzing data on students in California Partnership Academies (CPAs) . The first, Profile of the California Partnership Academies, 2009-2010, 1 gave an overview of California Partnerships Academies (CPAs), and included some comparisons between CPA students and all high school students in California. Salient findings included higher graduation rates for CPA seniors, and higher a-g course completion rates for CPA graduates, compared to the state as a whole. These are encouraging results, given that at least half of the students entering each CPA in grade 10 must meet “at-risk” criteria defined in the law.  \nThe second report, Comparing Students in Each Academy with Non-Academy Students at the Same High School, 2009-10,2 examined whether CPA students really come from more challenging circumstances than other students at the same high schools. CPAs are typically located in high schools where many or most students would satisfy the “at-risk” criteria stated in the law. The second report therefore compared students in each CPA with non-academy students at the same high school. Results indicated that CPAs generally do enroll students who face greater challenges than other students at the same school, but considerable numbers of individual CPAs are exceptions to this general finding. Administrators and teachers can use this kind of information to identify and replicate effective practices, or to guide improvement of individual CPAs.  \nAlthough the second report analyzed data on students in grades 10 and 11 in 2009-10, it was not a longitudinal study. The present report now provides, for the first time, a truly longitudinal analysis of what happened to individual students in a set of CPAs that enrolled students from grades 10 through 12. We analyzed two cohorts:  \n􀀡 cohort 1 begins with 10th grade CPA students in 2008-09;  \n􀀡 cohort 2 begins with 10th grade CPA students in 2009-10.  \nFor each cohort, we could determine how many students remained in the same academy from one year to the next, and how many stayed in the same school from grade 10 to 11. Of those students who remained in the same CPA from grade 10 to 12, we could also determine how many graduated, and how many graduates reportedly completed the a-g course requirements for admission to California State University or the University of California. We could compare all these transition, graduation, and a-g completion rates across different subgroups of CPA students. For cohort 2, we were also able to compare transition patterns from grade 10 to 11 for academy students versus non-academy students in the same high school. Finally, we also  \n1 Charles Dayton, Candace Hamilton Hester, and David Stern, Profile of the California Partnership Academies, 2009-2010. College & Career Academy Support Network, UC Berkeley, October 2011. Available at [http://casn.berkeley.edu/resources.php?r=293&c=1](htt","cbCaifve3Dq6f2c5","https://ap.wps.com/l/cbCaifve3Dq6f2c5","pdf",11460019,66,"English","# Executive Summary\n## Study Design and Cohorts\n## Promotion, Graduation, and a-g Course Completion\n## Changes in Attendance, Credits, and Grades\n## Differences Among Academies","[{\"question\":\"How many cohorts does the report analyze, and where do they start?\",\"answer\":\"The report analyzes two cohorts. Cohort 1 starts with 10th grade CPA students in 2008-09, and cohort 2 starts with 10th grade CPA students in 2009-10.\"},{\"question\":\"What key student outcomes are measured across grades 10 to 12?\",\"answer\":\"Outcomes include remaining in the same academy and same school from grade 10 to 11, graduating at the end of grade 12, and reported completion of the a-g course requirements for CSU or UC admission.\"},{\"question\":\"What do the main results say about student attrition?\",\"answer\":\"The report indicates the greatest attrition occurs between grades 10 and 11, when about one-third of students leave the academy, while more than 80 percent of academy 11th graders remain in the same academy in grade 12.\"}]","Longitudinal Description of Students in California Partnership Academies - September 2013 | PDF",1792047356,166]