School Achievement Grades 8 & 11
Age 13-18 (Adolescence)
Note
*: Statistically unstable
Data not available:
School Year 2020-2021 CAASPP Smarter Balanced Mathematics and English Language Arts Test was not conducted.
The COVID-19 pandemic limited the number of students who participated in the English-Language Arts/Literacy testing for school year 2020–21. As a result, no San Diego County trend can be assessed due to limited student participation in 2020–21 and the suspension of testing in the school year 2019–20.
Race-Ethnicity categories:
Hispanic or Latino, While, Black or African American, Aian, AIAN: American Indian or Alaskan Native, NHPI: Native Hawaiian or Pacific Islander, Filipino, Multi-Race: Two or More Races
Sources:
California Department of Education (CDE), DataQuest http://data1.cde.ca.gov/dataquest/
California Assessment of Student Performance and Progress (CAASPP) http://caaspp.cde.ca.gov
CAASPP Smarter Balanced Mathematics and English Language Arts Test Results. (data retrieved: 2/12/2024)
What is the indicator?
This indicator – the percentage of students in grades 8 and 11 who have met or exceeded the state standard for English–Language Arts/Literacy—reflects the Common Core, Smarter Balanced test results. These data are reported annually by the California Department of Education.
Why is this important?
English-language arts (e.g., reading and writing) and math skills are top predictors of school achievement and success in life. Formal school assessments measure students’ skills and mastery of subject matter. Assessments help gauge students’ progress and, in turn, help students, teachers, and parents understand strengths and areas of improvement. Teachers can use results to improve instruction and help students gain proficiency. Skills in English-language arts prepare students for educational achievement and a 21st century career.
What strategies can make a difference?
These evidence-based strategies are used across the country to increase school achievement:
- Provide support, including mentorship, to help students navigate the transition from middle school to high school, particularly focusing on those facing academic challenges.
- Assess and address the underlying factors contributing to academic underachievement (e.g., substance abuse, mental health issues, safety concerns) in collaboration with community and healthcare partners.
- Organize summer, weekend, and evening activities aimed at low performing students in educational experiences presented as enjoyable pastimes, such as robotics, duct tape fashion shows, computer coding, and music production.
- Provide summer, weekend, and evening events that disguise learning for low-performing students (i.e., robotics, duct tape fashion show, computer coding, film / music production).
- Offer reading materials tailored to the interests of young people while also being culturally and linguistically appropriate.