CAHSEE Results Board Report 1 Lodi Unified School District 2009 California High School Exit Examination Results September 15, 2009

CAHSEE Results Board Report 2 Executive Summary The District’s 2009 passage rate for first-time test takers was 78% in English Language Arts (ELA) and 79% in Mathematics (Math).  Since 2007, the District’s ELA passage rate has been increasing while the Math passage rate has remained constant.  In both content areas, the District’s 2009 passage rate was higher than the county’s passage rate and was lower than the state’s passage rate. English Language Arts  LUSD – 78% passage rate  San Joaquin County – 75% passage rate  California – 79% passage rate Mathematics  LUSD – 79% passage rate  San Joaquin County – 76% passage rate  California – 80% passage rate

CAHSEE Results Board Report 3 Executive Summary Since 2007, the passage rate has increased for African American, Filipino, and White students in both content areas.  English Language Arts African American – 8 percentage point increase Filipino – 3 percentage point increase White – 2 percentage point increase  Mathematics African American – 6 percentage point increase Filipino – 4 percentage point increase White – 2 percentage point increase Over this same period, the passage rate has increased for economically disadvantaged students and decreased for students with disabilities in both content areas.  English Language Arts Economically Disadvantaged – 4 percentage point increase Students with Disabilities – 11 percentage point decrease  Mathematics Economically Disadvantaged – 2 percentage point increase Students with Disabilities – 10 percentage point decrease

CAHSEE Results Board Report 4 Executive Summary Legislative Update Per Education Code Section , which was enacted on July 28, 2009, Students with Disabilities who have an IEP or 504 plan which states that the student will meet all state and local graduation requirements on or after July 1, 2009 are exempted from having to pass the CAHSEE as a graduation requirement. However, Students with Disabilities must still participate in the CAHSEE for NCLB accountability purposes.

CAHSEE Results Board Report 5 CAHSEE Purpose Improve student achievement in public high schools and ensure that students who graduate from public high schools can demonstrate competency in English Language Arts (reading and writing) and Mathematics.

CAHSEE Results Board Report 6 CAHSEE Content The CAHSEE has two parts: English Language Arts (ELA)  State standards up to grade ten Mathematics  State standards in grades six, seven, and Algebra I

CAHSEE Results Board Report 7 CAHSEE Requirement All students must satisfy the CAHSEE requirement, as well as all other state and local requirements to receive a California public high school diploma. The CAHSEE requirement can be satisfied by passing the exam or, for students with disabilities, receiving a local waiver. Education Code Section 60851(c).

CAHSEE Results Board Report 8 Overall Results English Language Arts (ELA)  A total of 78% of the district’s first-time test takers (i.e. grade 10 students) passed the ELA content area of the CAHSEE.  This represents a 4 percentage point increase over 2008 and a 3 percentage point increase over  The district’s 2009 passage rate in ELA exceeded passage rate of the county (75%) and was lower than the passage rate of the state (79%). Mathematics (Math)  A total of 79% of the district’s first-time test takers (i.e. grade 10 students) passed the Math content area of the CAHSEE.  This represents the third consecutive year in which the Math passage rate has remained unchanged.  The district’s 2009 passage rate in Math exceeded passage rate of the county (76%) and was lower than the passage rate of the state (80%).

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10 Results by Ethnic Student Groups – English Language Arts Of the six numerically significant ethnic groups with results from both 2007 and 2009, there was an increase in the percent of first- time test takers passing ELA for five of the groups:  Increase in passage rate: African American, Asian, Filipino, Hispanic or Latino, and White  Decrease in passage rate: Pacific Islander  American Indian or Alaska Native ethnic group did not have enough scores to generate a summary report.

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CAHSEE Results Board Report 12 Results by Ethnic Student Groups – Mathematics Of the six numerically significant ethnic groups with results from both 2007 and 2009, there was an increase in the percent of first- time test takers passing Math for four of the groups:  Increase in passage rate: African American, Filipino, Pacific Islander, and White  Decrease in passage rate: Asian and Hispanic or Latino  American Indian or Alaska Native ethnic group did not have enough scores to generate a summary report.

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CAHSEE Results Board Report 14 Results by Other Student Groups – English Language Arts Of the five other student groups with results from both 2007 and 2009, there was an increase in the percent of first-time test takers passing ELA for three of the groups:  Increase in passage rate: Economically Disadvantaged, Female, and Male  Decrease in passage rate: Students with Disabilities  No change in passage rate: English Learner

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CAHSEE Results Board Report 16 Results by Other Student Groups – Mathematics Of the five other student groups with results from both 2007 and 2009, there was an increase in the percent of first-time test takers passing Math for one of the groups:  Increase in passage rate: Economically Disadvantaged  Decrease in passage rate: English Learner and Students with Disabilities  No change in passage rate: Female and Male

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CAHSEE Results Board Report 18 Appendix CAHSEE Results by High School

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