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SCHOOL TEST SCORES : School Tests: A Guide to Tables

March 09, 1994

The performance of California public schools and their students is being measured in a new way. Students still take a test given statewide, but there are some major differences from past tests.

For the first time, student work is being compared to new standards in reading, writing and math. The standards are intentionally high, and the same for all schools--rich and poor, whether in Los Angeles or Anaheim or Salinas.

Tests are no longer mainly multiple choice and scored by machine. They include open-ended questions and require students to write their answers. Scoring is done by panels of trained teachers.

California Learning Assessment System tests were given to almost every fourth-, eighth- and 10th-grader last spring. The first results are being released today.

(Main story, A1. Additional stories, B1.)


As a public service, The Times is publishing the results for local schools.

Scores for the Los Angeles Unified School District are reported first; other districts are listed by grade level beginning on B5.

* In the Los Angeles Unified School District, first locate the grade you are interested in--fourth, eighth or 10th. Under each grade the schools are listed alphabetically.

* To look up other districts, begin with the grade level. Turn to B5 for fourth grade, B9 for eighth grade and B10 for 10th grade. Districts are listed alphabetically by grade and marked with a a solid box (----). Schools follow in alphabetical order.

* You may use the GUIDE in the top corner of each page to assist you in locating a school. The GUIDE on the left indicates the first entry on the page. The GUIDE on the right is the last entry. Each GUIDE lists the grade, district and school.


After locating the school, begin at the center column of the table under the category "Score."

This center column shows the scale (1-6) used to score student performance in each subject. Six (6), at the top, indicates the highest level of performance. One (1), at the bottom, is the lowest score.

The three columns on the left of the table show the percentage of students at the school who achieved each score in three categories: R (reading), W (writing) and M (math).

Read the columns vertically under each category.

The three columns on the right of the table allow you to compare the school to similar schools. Average percentages are shown for the 100 schools judged by the state Department of Education to be most comparable in student demographics and socioeconomic status.

* No comparisons were available for districts. These are noted with a dash (--).

* For some smaller schools, data was insufficient. These are noted with an asterisk (*).

* When zeros appear in an entire vertical column, it means that fewer than 10 students took the test.

* Percentages do not necessarily total 100% because of rounding and statistical variations.


Here are shortened versions of the statewide performance standards used to score the tests. The standards are written to apply to all three grades tested.


* Level 6: Students demonstrate insight as (they) consider a whole text . . . are confident and willing to take risks . . . open to considering and developing new ideas; explore complexities in depth; revise their interpretations; expand on the possible meanings of a text; connect ideas to their own experiences and to the world at large.

* Level 5: Students demonstrate perception and thoroughness in considering a whole text . . . are confident and willing to take risks . . . consider new ideas about a text and use the text to check their understanding; explore complexities and expand on the possible meanings; often revise their interpretations . . . connect some ideas to their own experiences and to the world at large.

* Level 4: Students demonstrate thoughtful understanding of a whole text; are confident in their interpretation, but have little willingness to take risks . . . usually connect their understanding of a text to their own experiences; when directed, use a text to check their understanding in a general or limited way; identify some general significance or wider application of their understanding of a text.

* Level 3: Students demonstrate a plausible, general understanding of a whole text. Make superficial connections among the parts of a text; are safe readers, unwilling to take risks, with little tolerance for difficulties; rarely question a text, and when they do the questions are likely to be simple or superficial; do not revise their first interpretation or explore other possibilities.

* Level 2: Students demonstrate superficial understanding; may not see a text as a whole, tending to focus only on portions; occasionally recognize ideas without connecting them; seldom ask questions of a text or offer meaningful evaluations of what they have read; and may not read a complete text.

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