2008 STAR Post-Test Guide - STAR Test

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Aug 15, 2008 ... 2008. CALIFORNIA. Standardized Testing and Reporting. Post-Test Guide ... Chapter I.1 New in 2008. ..... Chapter II.1 Report Descriptions.
2008 CALIFORNIA Standardized Testing and Reporting

Post-Test Guide Technical Information for STAR District and Test Site Coordinators and Research Specialists

œ California Standards Tests œ California Modified Assessment œ California Achievement Tests, Sixth Edition Survey œ California Alternate Performance Assessments œ Standards-based Tests in Spanish

Contact Information STAR Technical Assistance Center 2731 Systron Drive Concord, CA 94518 Phone: 800-955-2954 Fax: 800-541-8455 [email protected] http://www.startest.org

Copyright © 2008 by the California Department of Education

STAR Program

Table of Contents Acronyms and Initialisms in the Post-Test Guide ...................................................................................................................iv Part I General Information ................................................................................................................................................... 1 Chapter I.1 New in 2008............................................................................................................................................................................ 2 Chapter I.2 Introduction........................................................................................................................................................................... 3 Purpose of the Reports and Using the Results............................................................................................................................................ 3 Overview.................................................................................................................................................................................................... 3 Types of Reports........................................................................................................................................................................................ 4 Grades and Subjects Reported ................................................................................................................................................................... 5 A Note About Accommodations and Modifications .................................................................................................................................. 5 Accommodations .................................................................................................................................................................................... 6 Modifications.......................................................................................................................................................................................... 6 Chapter I.3 Interpreting Reports ............................................................................................................................................................. 7 Equating and Scaling ................................................................................................................................................................................. 7 Scale Scores for the STAR Program .......................................................................................................................................................... 7 CST......................................................................................................................................................................................................... 7 CMA ....................................................................................................................................................................................................... 8 CAT/6 Survey......................................................................................................................................................................................... 8 CAPA ..................................................................................................................................................................................................... 8 STS ......................................................................................................................................................................................................... 8 Interpreting Scale Scores and Performance Levels to Evaluate Instructional Programs ............................................................................ 8 Interpreting Results.................................................................................................................................................................................... 8 CST and STS Reporting Clusters............................................................................................................................................................ 8 CMA Content Area Percent Correct ..................................................................................................................................................... 10 CAT/6 Survey....................................................................................................................................................................................... 10 Chapter I.4 Comparing Results.............................................................................................................................................................. 11 Comparing CST Results........................................................................................................................................................................... 11 Comparing Scale Scores and Performance Levels for Groups.............................................................................................................. 11 Comparing Scale Scores and Performance Levels for Individual Students .......................................................................................... 12 Comparing CMA Results......................................................................................................................................................................... 13 Comparing CAT/6 Survey Results........................................................................................................................................................... 13 Comparing CAPA Results ....................................................................................................................................................................... 14 Comparing STS Results ........................................................................................................................................................................... 14

Part II Report Descriptions ................................................................................................................................................. 15 Chapter II.1 Report Descriptions........................................................................................................................................................... 16 STAR CST/CMA-CAT/6 Survey, CAPA, and STS Printed Reports....................................................................................................... 16 Viewing Report Samples ......................................................................................................................................................................... 25 Report Modes........................................................................................................................................................................................... 25 Chapter II.2 Summary Reports.............................................................................................................................................................. 26 STAR Student Master List Summary....................................................................................................................................................... 26 Explanation of Grade Four Student Master List Summary Sample ...................................................................................................... 27 Student Master List Summary Samples ................................................................................................................................................ 30 STAR Student Master List Summary: End-of-Course ............................................................................................................................. 32 Explanation of End-of-Course Math Student Master List Summary .................................................................................................... 33 End-of-Course Student Master List Summary Samples........................................................................................................................ 36 STAR Subgroup Summary ...................................................................................................................................................................... 38 Explanation of Grade Four Subgroup Summary Sample ...................................................................................................................... 39 Subgroup Summary Sample ................................................................................................................................................................. 42 Descriptions of Subgroups.................................................................................................................................................................... 43 STAR Ethnicity for Economic Status Subgroup Summary...................................................................................................................... 60 Explanation of Grade Six Ethnicity for Economic Status Subgroup Summary Sample........................................................................ 61 Ethnicity for Economic Status Subgroup Summary Sample................................................................................................................. 64 STAR Group Summary: CAT/6 Survey .................................................................................................................................................. 65 Explanation of Grade Seven Group Summary Sample ......................................................................................................................... 66 Group Summary Sample....................................................................................................................................................................... 69 Chapter II.3 Individual Reports............................................................................................................................................................. 70 STAR Student Record Label.................................................................................................................................................................... 70 Explanation of Student Record Label Samples..................................................................................................................................... 71 Student Record Label Samples ............................................................................................................................................................. 73 STAR Student Master List....................................................................................................................................................................... 74 Explanation of CST and STS Student Master List Samples ................................................................................................................. 75 Student Master List Sample Records .................................................................................................................................................... 78

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STAR Program STAR Student Reports............................................................................................................................................................................. 80 Explanation of Student Report for the CSTs......................................................................................................................................... 81 Samples of Student Reports for the CSTs............................................................................................................................................. 87 Explanation of Student Report for the CMA ........................................................................................................................................ 91 Samples of Student Reports for the CMA............................................................................................................................................. 95 Explanation of Student Report for the CAPA....................................................................................................................................... 99 Student Report for CAPA Sample ...................................................................................................................................................... 103 Explanation of Student Report for the STS......................................................................................................................................... 105 Samples of Student Reports for the STS............................................................................................................................................. 109 Chapter II.4 The California Report for Teachers............................................................................................................................... 113 Types of Teacher Reports ...................................................................................................................................................................... 114 Explanation of Common Elements in the Teacher Report .................................................................................................................. 114 Teacher Report Samples ..................................................................................................................................................................... 119 Chapter II.5 Internet Reports .............................................................................................................................................................. 123 Dates of Data Availability on the Web Site ........................................................................................................................................... 123 Using the STAR Reporting Web Site .................................................................................................................................................... 123 Accessing the STAR Reporting Web Site .......................................................................................................................................... 123 Getting Help ....................................................................................................................................................................................... 123 Ethnicity for Economic Status Summary ............................................................................................................................................ 124 Viewing Reports ................................................................................................................................................................................. 124 Printing Reports .................................................................................................................................................................................. 124 Downloading Research Files .............................................................................................................................................................. 125 STAR Internet Reports .......................................................................................................................................................................... 126 Report Header..................................................................................................................................................................................... 126 CST Scores ......................................................................................................................................................................................... 127 CST Summary .................................................................................................................................................................................... 128 CMA Scores ....................................................................................................................................................................................... 129 CAT/6 Survey Scores ......................................................................................................................................................................... 130 CAPA Scores: State ............................................................................................................................................................................ 131 CAPA Scores: County, District, or School ......................................................................................................................................... 132 STS Scores.......................................................................................................................................................................................... 133

Part III Appendixes............................................................................................................................................................ 135 Appendix A: STAR CST Reporting Clusters...................................................................................................................................... 136 CSTs for English–Language Arts Reporting Clusters............................................................................................................................ 137 CSTs for Mathematics Reporting Clusters............................................................................................................................................. 139 CSTs for Science Reporting Clusters..................................................................................................................................................... 142 CSTs for History–Social Science Reporting Clusters ............................................................................................................................ 144 Appendix B: STAR STS Reporting Clusters....................................................................................................................................... 145 STS for Reading/Language Arts Reporting Clusters ............................................................................................................................. 145 STS for Mathematics Reporting Clusters............................................................................................................................................... 146 Appendix C: STAR CST Scale Score Ranges ..................................................................................................................................... 147 Performance Level Scale Score Ranges—CSTs .................................................................................................................................... 147 Appendix D: STAR CST Conditional Standard Errors of Measurement (CSEM) ......................................................................... 149 Scale Score CSEM for the 2008 California Standards Tests.................................................................................................................. 149 Appendix E: CAPA Scale Score Ranges.............................................................................................................................................. 150 Performance Level Scale Score Ranges—CAPA .................................................................................................................................. 150 Appendix F: Normal Curve Equivalent (NCE) Ranges Corresponding to Percentile Ranks ......................................................... 151 NCE Ranges Corresponding to Percentile Ranks .................................................................................................................................. 151 Appendix G: Parent/Guardian or District Request for Verification of 2008 Test Score ................................................................. 152 Parent/Guardian or District Request for Verification of 2008 CST/CMA-CAT/6 Survey or STS Test Score ....................................... 154 Parent/Guardian or District Request for Verification of 2008 CST/CMA-CAT/6 Survey or STS Test Score, page 2........................... 155 Appendix H: Request to Correct 2008 STAR CST/CMA-CAT/6 Survey and CAPA Demographic Data..................................... 156 Correcting Demographic Data ............................................................................................................................................................... 156 Timeline................................................................................................................................................................................................. 156 CST End-of-Course Corrections ............................................................................................................................................................ 156 Fields That May Be Corrected ............................................................................................................................................................... 157 Fees........................................................................................................................................................................................................ 158 Corrections Procedure............................................................................................................................................................................ 158 Request to Correct 2008 STAR CST/CMA-CAT/6 Survey and CAPA Demographic Data Form ........................................................ 159 Appendix I: California Reading List Number .................................................................................................................................... 160 Using the California Reading List Web Site .......................................................................................................................................... 160 Appendix J: Glossary of Statistical Terms .......................................................................................................................................... 162

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STAR Program

List of Tables Table I.1 What’s New in 2008 ...................................................................................................................................................................... 2 Table I.2 Reporting Matrix............................................................................................................................................................................ 5 Table I.3 Hypothetical example of using the CSTs to measure growth by comparing average scale scores............................................... 12 Table I.4 Hypothetical example of using the CSTs to measure growth by comparing percentages of students at proficient and above..... 12 Table II.1 2008 STAR CST/CMA-CAT/6 Survey, CAPA, and STS Printed Reports ................................................................................ 17 Table II.2 STAR Student Master List Summary Descriptions .................................................................................................................... 28 Table II.3 STAR Student Master List Summary: End-of-Course Descriptions........................................................................................... 34 Table II.4 STAR Subgroup Summary Descriptions .................................................................................................................................... 40 Table II.5 Descriptions of Subgroups.......................................................................................................................................................... 43 Table II.6 Primary Disability Codes for Spring 2008 Administration......................................................................................................... 57 Table II.7 STAR Ethnicity for Economic Status Subgroup Summary Descriptions ................................................................................... 62 Table II.8 STAR Group Summary: CAT/6 Survey Descriptions ................................................................................................................ 67 Table II.9 STAR Student Record Label Descriptions ................................................................................................................................. 71 Table II.10 STAR Student Master List Descriptions................................................................................................................................... 76 Table II.11 The Student Report for the CSTs: Student Information Descriptions....................................................................................... 81 Table II.12 The Student Report for the CSTs: Student’s Overall Results Descriptions .............................................................................. 82 Table II.13 The Student Report for the CSTs: Student’s Strengths and Needs Descriptions ...................................................................... 84 Table II.14 The Student Report for the CSTs: Student’s California Reading List Number and National Comparison Descriptions .......... 85 Table II.15 The Student Report for the CMA: Student Information Descriptions ...................................................................................... 91 Table II.16 The Student Report for the CMA: Student’s Overall Results Descriptions .............................................................................. 92 Table II.17 The Student Report for the CMA: Student’s Strengths and Needs Descriptions ...................................................................... 93 Table II.18 The Student Report for the CMA: More about STAR and National Comparison Descriptions ............................................... 94 Table II.19 The Student Report for the CAPA: Student Information Descriptions ..................................................................................... 99 Table II.20 The Student Report for the CAPA: Student’s Overall Results Descriptions........................................................................... 100 Table II.21 The Student Report for the CAPA: More About CAPA Levels Descriptions ........................................................................ 101 Table II.22 The Student Report for the STS: Student Information Descriptions....................................................................................... 105 Table II.23 The Student Report for the STS: Student’s Overall Results Descriptions .............................................................................. 106 Table II.24 The Student Report for the STS: Student’s Strengths and Needs Descriptions ...................................................................... 107 Table II.25 Types of Teacher Reports....................................................................................................................................................... 114 Table II.26 STAR Teacher Report: Performance Section Descriptions .................................................................................................... 115 Table II.27 STAR Teacher Report: Reporting Clusters for Improvement Section Descriptions............................................................... 116 Table II.28 STAR Teacher Report: 2008 School Results Section Descriptions........................................................................................ 117 Table II.29 STAR Teacher Report: School, District, and State Comparisons Section Descriptions ......................................................... 117 Table II.30 Descriptions of Internet Report Headers................................................................................................................................. 126 Table II.31 Descriptions of Internet CST Scores Report........................................................................................................................... 127 Table II.32 Descriptions of Internet CST Summary Report ...................................................................................................................... 128 Table II.33 Descriptions of Internet CMA Scores Report ......................................................................................................................... 129 Table II.34 Descriptions of Internet CAT/6 Survey Scores Report........................................................................................................... 130 Table II.35 Descriptions of Internet CAPA State Scores Report............................................................................................................... 132 Table II.36 Descriptions of Internet CAPA County, District, or School Scores Report............................................................................ 133 Table II.37 Descriptions of Internet STS Scores Report ........................................................................................................................... 133

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STAR Program Acronyms and Initialisms in the Post-Test Guide

ADV API AYP B BB CAPA CAT/6 Survey CDE CMA CRL CSEM CSTs EAP EOC EL ELA FBB IEP I-FEP NCE NPR NSLP PR PR-S PRO RC R-FEP RLA SD SEM SGID SS SSID STAR STAR TAC STS

advanced Academic Performance Index adequate yearly progress basic below basic California Alternate Performance Assessment California Achievement Tests, Sixth Edition Survey California Department of Education California Modified Assessment California Reading List conditional standard error of measurement California Standards Tests Early Assessment Program end-of-course English learner English–language arts far below basic individualized education program initially fluent English proficient normal curve equivalent National Percentile Rank National School Lunch Program percentile rank percentile rank-stanine proficient reporting cluster reclassified fluent English proficient reading/language arts standard deviation standard error of measurement Student and Grade Identification sheet scale score Statewide Student Identifier Standardized Testing and Reporting STAR Technical Assistance Center Standards-based Tests in Spanish

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Part I

General Information Part I General Information

Part I General Information | Chapter I.1 New in 2008

Chapter I.1 New in 2008 Table I.1 What’s New in 2008

Change

Affected Report(s)

California Modified Assessment (CMA) scores are reported for students in grades three through five who took a CMA. Only percent correct scores by content area are reported.

-

STAR Student Report for CMA STAR Student Record Label Subgroup Summary reports All grade-level reports on which results for grades 3, 4, and 5 are presented, such as the Student Master List

California Alternate Performance Assessment (CAPA) for Science percent correct results for students in grades five, eight, and ten are reported.

-

STAR Student Report for CAPA STAR Student Record Label Subgroup Summary reports All grade-level reports, such as the Student Master List

Standards-based Tests in Spanish (STS) results are reported for students in grades two through seven who took an STS. Performance levels (advanced, proficient, and so forth) and scale scores are not reported this year. For grades five through seven, only percent correct scores by content area are reported.

-

STAR Student Report for STS STAR Student Record Label Subgroup Summary reports All grade-level reports on which results for grades 2, 3, 4, 5, 6, and/or 7 are presented, such as the Student Master List

STAR Student Reports with parent/guardian addresses will be in different stacks than the Student Reports without addresses for the district. For schools, Student Reports will be sorted alphabetically regardless of whether there is a parent/guardian address on the report. A new Subgroup Summary report cross-references data by ethnicity for economic status (for the California Standards Tests [CSTs] and CAPA only).

- STAR Student Report, all tests

- STAR Subgroup Summary, all grades, for CSTs and CAPA

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August 2008 © 2008 by the California Department of Education

Part I General Information | Chapter I.2 Introduction

Chapter I.2 Introduction Purpose of the Reports and Using the Results The results for tests within the Standardized Testing and Reporting (STAR) Program are used for three primary purposes: 1. Communicating students’ progress in attaining proficiency on the state’s academic standards to students, parents/guardians, and teachers. In developing the legislation for the STAR Program, the Legislature recognized that school districts will conduct their own ongoing diagnostic assessments and provide information on the results of these assessments to parents/guardians and teachers on a regular basis. The Legislature also recognized that local diagnostic assessment is the primary way in which to identify academic strengths and weaknesses (Education Code Section 60602). 2. Informing decisions, along with local assessment data, that teachers and administrators make about helping students improve their achievement and about improving the educational program. 3. Providing data for state and federal accountability programs. These data are used to calculate each school and school district’s Academic Performance Index (API) and adequate yearly progress (AYP) to meet the requirements of the No Child Left Behind Act of 2001. More background information about the STAR Program can be found at the STAR results Web site at http://star.cde.ca.gov/; select the STAR 2008 Test Results link, and then select the Program Background link in the “More About STAR” section.

Overview The STAR Program for 2008 consists of six components: • California Standards Tests (CSTs) • California Modified Assessment (CMA) • California Achievement Tests, Sixth Edition Survey (CAT/6 Survey) • California Alternate Performance Assessment (CAPA) • Standards-based Tests in Spanish (STS) • Aprenda: La prueba de logros en español, Tercera edición (Aprenda 3, grades eight through eleven) The principal components of the STAR Program are the CSTs, the CMA, the CAPA, and the STS. The CSTs measure student performance on California’s content standards and identify students who achieve at each performance level: advanced, proficient, basic, below basic, or far below basic. The state’s target is for all students to score at the proficient or advanced level. The CSTs carry the most weight for calculating each school’s and district’s API. In addition, the CSTs for English–language arts (ELA) and mathematics (grades two through eight) are used in determining AYP that applies toward meeting the federal No Child Left Behind requirement that all students score proficient or above by 2014. The CSTs include the following grade-level tests: • English–Language Arts—Grades two through eleven • Mathematics—Grades two through seven • Science—Grades five, eight, and ten • History–Social Science—Grades eight and eleven In addition, the following CSTs are administered as end-of-course examinations: ▪ World History ▪ Biology ▪ General Mathematics* ▪ Chemistry ▪ Algebra I ▪ Earth Science ▪ Geometry ▪ Physics ▪ Algebra II ▪ Integrated/Coordinated Science 1 ▪ Integrated Mathematics 1 ▪ Integrated/Coordinated Science 2 ▪ Integrated Mathematics 2 ▪ Integrated/Coordinated Science 3 ▪ Integrated Mathematics 3 ▪ Summative High School Mathematics ▪ Integrated/Coordinated Science 4 * Administered to students in grades eight and nine who have not yet taken Algebra I

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2008 STAR Post-Test Guide œ 3 © 2008 by the California Department of Education

Part I General Information | Chapter I.2 Introduction

Because the CSTs are the principal component of the STAR Program, teachers and administrators should use CST results to determine whether instructional programs need to be modified to better help students become proficient in California’s content standards. Note that test results should be used only in conjunction with multiple other measures when decisions regarding an individual student’s educational needs are made. The CMA is a new grade-level assessment for students who have an individualized education program (IEP), are receiving grade-level instruction, and, even with interventions, will not achieve grade-level proficiency within the year covered by the student’s IEP. The purpose of the CMA tests is to allow students with disabilities greater access to demonstrate their achievement of the California content standards in English–language arts, mathematics, and science. The CAPA assesses the performance of students with significant cognitive disabilities on sets of California’s content standards for English–language arts and mathematics (grades two through eleven) and science (grades five, eight, and ten). Students’ IEP teams determined, on a student-by-student basis, whether each student would take the CST/CMA-CAT/6 Survey or the CAPA. As with the CSTs, CAPA results are used on API calculations for grades two through eleven and in AYP calculations for grades two through eight and grade ten. The STS tests permit students to demonstrate their achievement of the California content standards in reading/language arts (RLA) and mathematics through a primary language test in Spanish. Spanish-speaking English learners who are receiving instruction in Spanish or who have been enrolled in schools in the United States for less than twelve months are required to take STS tests. In addition, at the discretion of the district, the STS tests are administered to Spanish-speaking English learners enrolled in U.S. schools for more than twelve months and who were not receiving instruction in Spanish. In 2008, the STS tests were administered to students in grades two through seven.

Types of Reports There are four types of STAR reports, as follows: 1. Summary Reports

2. Individual Reports

3. Teacher Reports

4. Internet Reports

▪ STAR Student Master List Summary ▪ STAR Student Master List Summary, End-of-Course ▪ STAR Subgroup Summary (including the Ethnicity for Economic Status for CST and CAPA) ▪ STAR Group Summary—CAT/6 Survey ▪ STAR Student Record Label ▪ STAR Student Master List ▪ Student Report for CSTs ▪ Student Report for CMA ▪ Student Report for CAPA ▪ Student Report for STS ▪ California Report for Teachers—Grade ▪ California Report for Teachers—Course ▪ California Report for Teachers—Group ▪ CST Scores (state, county, district, school) ▪ CST Summary Scores (state, county, district, school) ▪ CMA Scores (state, county, district, school) ▪ CAT/6 Survey Scores (state, county, district, school) ▪ CAPA Scores (state, county, district, school) ▪ STS Scores (state, county, district, school)

Internet reports are accessible to the public online at http://star.cde.ca.gov/. All other reports are sent to the independent charter school, county, or school district; the district forwards the appropriate reports to test sites or, in the case of STAR Student Reports, sends the reports to the students and forwards a copy to the student’s school or test site. Descriptions of reports appear on pages 16 through 24.

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August 2008 © 2008 by the California Department of Education

Part I General Information | Chapter I.2 Introduction

Grades and Subjects Reported STAR results are reported for the tests students took. The matrix in Table I.2 shows, for each grade, the test results that may appear on a report. For example, results for the CST for English–Language Arts may appear on a CST Student Report for any grade. Results for the STS for Reading/Language Arts would appear on a report that includes students in grades two through seven who had taken the STS or on the individual reports for students who had taken the STS. Please note that in grade seven, a student would have taken either the grade-level CST for Mathematics or the end-of-course CST for Algebra I, but not both. Table I.2 Reporting Matrix

Grade Enrolled

Test Name CST for English–Language Arts (grade level) CST for Mathematics (grade level) CST for Science (grade level) CST for History–Social Science (grade level) CST for EOC Mathematics CST for EOC Science CST for EOC History–Social Science

2 9 9

3 9 9

4 9 9

5 9 9 9

6 9 9

7 9 9

9

CMA for English–Language Arts CMA for Mathematics CMA for Science

9 9

CAT/6 Survey for Reading CAT/6 Survey for Language CAT/6 Survey for Spelling CAT/6 Survey for Mathematics

9 9 9 9

9 9

8 9 9 9 9

9 9

10 9

11 9

9 9 9 9

9 9 9

9 9

9 9 9

9 9 9 9

9 9 9 9 9 9 9

STS for Reading/Language Arts STS for Mathematics

9 9

9 9

9 9

9 9

9 9

9 9

CAPA for English–Language Arts (all levels, all grades) CAPA for Mathematics (all levels, all grades) CAPA for Science (levels I, III, IV, V)

9 9

9 9

9 9

9 9 9

9 9

9 9

9 9 9

9 9

A Note About Accommodations and Modifications The Matrices of Test Variations, Accommodations, and Modifications for Administration of California Statewide Assessments are linked on the California Department of Education (CDE) Web site at http://www.cde.ca.gov/ta/tg/sr/cmastar.asp. There are three matrices. Matrix 1 includes variations, accommodations, and modifications that were available for the CSTs, CAT/6 Survey, and STS. Matrix 2 includes variations that were available for testing English learners on the CSTs and CAT/6 Survey—there were no English learner test variations for students taking the STS because those tests were administered in Spanish. The third matrix, Matrix for the California Modified Assessment Test Variations and Accommodations for the 2008 Administration, includes accommodations for the CMA for 2008. Examiners administering the CAPA built into the tasks any required accommodations or modifications needed by the students. Therefore, the use of accommodations or modifications is neither collected nor reported for the CAPA.

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2008 STAR Post-Test Guide œ 5 © 2008 by the California Department of Education

Part I General Information | Chapter I.2 Introduction

Accommodations Accommodations are variations in the standardized administration of the tests that do not change the construct being measured. • Scores are reported in the same way as is done for nonaccommodated tests. If students used accommodations, such as extra time for the CAT/6 Survey or a large-print version of any STAR test, the accommodations do not change what was tested. • The Student Master List and Student Record Labels indicate whether a student used accommodations. Modifications Modifications change what is being tested and, therefore, change scores. If students used modifications, their scores were counted differently from nonmodified test scores on summary reports. Individual reports include the students’ actual scores. • The Student Master List and Student Record Labels indicate modifications if students took the test using modifications. • On the CST summary reports, the students’ scores are counted as far below basic. • Modifications were not permitted on the CMA. • Scores are counted between the 1st and 19th National Percentile Rank (NPR) for the CAT/6 Survey Group Summary Report.

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Part I General Information | Chapter I.3 Interpreting Reports

Chapter I.3 Interpreting Reports Equating and Scaling When tests are constructed for each grade, every effort is made to make the tests parallel and of the same level of difficulty from one year to another. However, even with those efforts, small differences in test difficulty still exist between test forms. A psychometric procedure called equating makes adjustments for test difficulty so that students in one year are held to the same standards as students in another year. Equating and scaling for the CSTs are described in detail in the California Standards Tests Technical Report. Details about equating and scaling for the CAPA are in the California Alternate Performance Assessment Technical Report. The procedures used in 2008 are the same as those described in the 2007 report. The technical reports also include raw score to scale score conversions for the testing year. The technical reports for the CSTs and CAPA (as well as the STS) are posted at http://www.cde.ca.gov/ta/tg/sr/ technicalrpts.asp. Grades three through five of the CMA will be equated starting in 2009. Grades two through four of the STS will be equated starting in 2009. Grades five through seven of the STS will be equated starting in 2010.

Scale Scores for the STAR Program Scale scores are important measures for the STAR Program. For the CSTs and the CAPA, the performance levels are assigned on the basis of scale scores. Performance levels and scale scores for the CMA for grades three through five will be available starting in 2009. Performance levels and scale scores for the STS for grades two through four will be available starting in 2009; they will be available for grades five through seven starting in 2010. The scale score ranges for the performance levels for the CSTs are presented in Appendix C on page 147; those for the CAPA are presented in Appendix E on page 150. CST Range

The range of possible scale scores for the CSTs is from 150 to 600 for each grade and subject. The scale of 150–600 was selected before the first CSTs were scaled. When the tests were administered the first time, the scale scores were associated with a number-correct score. The advantage of the scale score metric is that it allows a particular score (for example, 350) to mean the same thing across test forms, even though the difficulty of the test forms may vary. An equating process that adjusts for the difficulty of the test form permits this. Because percent correct scores are defined in terms of the number of items answered correctly (the raw score metric) they are, by definition, associated with the specific form of the test taken, unadjusted for difficulty—that is, they are dependent on the difficulty of the test items and the ability level of those who are taking the test. Scale scores are used in the evaluation of overall student performance. Unlike raw scores (that is, numbercorrect scores or percent correct scores) within the same grade and subject, scale scores provide a common reference across years, making interpretation easier. The scale score performance-level cut points are held constant from year to year for each grade level and content area, while the number- or percent-correct score associated with each scale score may change. CST scale scores for 2008 may be compared to 2007 scale scores for the same content area and grade level. This allows users to say that CST performance for a given content area and grade was higher or lower in 2008 compared with 2007. However, CST scale scores for the same content area may not be compared across grades because CST scale scores are not scaled across grades (vertically scaled). Performance Levels

The CST performance levels are advanced, proficient, basic, below basic, and far below basic. The goal in California is to have all students perform at the proficient or advanced level. For all CST content areas and grades, the proficient level is set at a minimum scale score of 350, and the basic level is set at a minimum scale score of 300. The minimum scale scores for below basic and advanced differ by content area and grade.

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2008 STAR Post-Test Guide œ 7 © 2008 by the California Department of Education

Part I General Information | Chapter I.3 Interpreting Reports

CMA Performance levels and scale scores will be available for the CMA for grades three, four, and five starting in 2009. In 2008, only percent correct scores for the content areas ELA, mathematics, and science for grade five were reported for CMA tests. CAT/6 Survey The range of possible scale scores for the CAT/6 Survey is 1 to 999 for each subject and grade. Performance levels are not applied to the CAT/6 Survey because they are national norm-referenced tests. CAPA Range

The range of possible scale scores for the CAPA is 15 to 60 for each grade in ELA and mathematics. However, scale scores for CAPA Science were not reported in 2008; they will be reported starting in 2009. In 2008, CAPA Science results were reported as percent correct. Performance Levels

The CAPA performance levels are advanced, proficient, basic, below basic, and far below basic. For the CAPA, basic is set at 30 and proficient is set at 35. However, performance levels for CAPA Science were not reported in 2008; they will be reported starting in 2009. STS Performance levels and scale scores will be available for the STS for grades two through four starting in 2009 and for grades five through seven starting in 2010. In 2008, only percent correct scores were reported for the STS.

Interpreting Scale Scores and Performance Levels to Evaluate Instructional Programs Teachers and administrators should not use STAR results in isolation to make inferences about instructional needs. Anyone using STAR results to identify strengths and weaknesses in instructional programs should be familiar with the cautions and procedures described in the next section, “Interpreting Results.”

Interpreting Results CST and STS Reporting Clusters Reporting cluster information for the CSTs and for the STS for grades two through four is included on Student Master Lists, Student Master List Summaries, the STAR Student Reports, and the California Report for Teachers, which is available for the CSTs only. Depending on the report, the CST reporting cluster results are shown as percent correct, average percent correct, or diamonds placed relative to the percent correct band representing the range of scores for students who scored proficient on the total test. For the STS, performance levels will not be available until 2009. Therefore, only percent correct or average percent correct information is reported for each reporting cluster for the STS for grades two through four in 2008. Cluster information is not reported for the STS for grades five through seven, although reporting clusters are named on some reports. Because cluster scores are constructed from test questions of like content, the test questions may be easier or more difficult as a group than the overall test form. Thus, percent correct values based on the cluster scores may even differ from the percent correct obtained for the total test. Because of this and the fact that unadjusted raw scores are used to compute the percent correct values, the cluster percent correct scores do not behave in the same way as do the scale scores and cannot be used to calculate the scale scores. CST reporting clusters and the number of items that comprise each are provided in Appendix A on page 136 of this guide. STS reporting clusters and the number of items that comprise each are provided in Appendix B on page 145. Reporting clusters can help teachers and instructional leaders pinpoint areas of student strengths and weaknesses. However, reporting clusters should be interpreted cautiously, and two very important limitations of CST and STS reporting clusters should always be kept in mind: 1. Reporting clusters are based on different numbers of questions. In some cases, the total number of questions that make up a reporting cluster may be quite small; the small number results in scores that are less reliable than the overall test scores.

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Part I General Information | Chapter I.3 Interpreting Reports

2. Reporting cluster scores may vary from year to year because the difficulty of the questions in the reporting clusters may vary. While the overall test scores are equated for CSTs to adjust for differences in difficulty from year to year, that is not done for the reporting clusters. Two useful reference points for interpreting reporting clusters for the CSTs are (1) the performance on the clusters for students statewide who scored at the lowest score for proficient; and (2) students statewide who scored at the lowest score for advanced on the total test. ETS calculated the average percent correct scores for students who scored at these reference points on each CST. The averages for the two reference points as well as the numbers of items in each reporting cluster for each CST are provided in Appendix A. The average cluster performance of the proficient students is not provided as reference information for the STS in 2008. Performance levels will be available for the STS for grades two through four starting in 2009 and for grades five through seven starting in 2010. Figures I.1 and I.2 (below) provide an example of how considering the average percent correct for students statewide who received the lowest score for proficient and advanced helps in the interpretation of CST cluster scores for a class of students. The example uses CST for Geometry scores. Each figure, Figure I.1 for 2007 and Figure I.2 for 2008, displays groupings of three vertical bars. The bars show the average percent correct for a cluster score for students statewide scoring at the lowest score for proficient; students statewide scoring at the lowest score for advanced; and the average percent correct for a hypothetical class of students who took the CST for Geometry. Compared to the performance of students scoring just proficient or just advanced statewide in 2008, My Class 2008 performed better than statewide just-proficient students on Logic/Geom Proofs and Angle Relationships. They performed comparably with just-proficient students statewide on Trigonometry and performed less well than the just-proficient students statewide on Volume & Area. Across all clusters, My Class 2008 performed less well than did just-advanced students statewide. Compared to the students who took the CST for Geometry in 2007, the 2008 class appears to have higher average scores in Angle Relationships and Trigonometry, lower average scores in Logic/Geom Proofs, and the same average score in Volume & Area. However, this information is misleading because the percent correct values for 2008 and 2007 are not directly comparable. There is, however, a helpful comparison that can be made: the performance of a group of students may be compared to the performance of students statewide scoring proficient or advanced. As an example of this valid comparison, in 2007, My Class average percent correct fell below the statewide average of just-proficient students on Angle Relationships. However, in 2008, My Class average percent correct fell above the statewide average of just-proficient students. This suggests that My Class has made much progress in 2008 on Angle Relationships. As another example of a valid comparison, in the Volume & Area reporting cluster for a given grade, My Class obtained the same average percent correct score in 2007 and 2008. However, in 2007, My Class performed slightly better than the statewide just-proficient students in that grade, while in 2008, My Class performed less well than the statewide just-proficient students. This indicates that progress has not been made from 2007 to 2008 on the cluster for Volume & Area. Just Proficient Students 2007

Just Advanced Students 2007

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

My Class 2008

Avg % Correct

Avg % Correct

My Class 2007

Logic/Geom Proofs

Volume & Area

Angle Relationships

Trigonometry

Figure I.1 Sample Average Percent Correct Cluster Score, 2007

Just Proficient Students 2008

Just Advanced Students 2008

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

Logic/Geom Proofs

Volume & Area

Angle Relationships

Trigonometry

Figure I.2 Sample Average Percent Correct Cluster Score, 2008

The average percent correct values for students scoring proficient and advanced can also be used to help interpret reporting cluster scores for individual students. That is, academic strengths and weaknesses of students can be suggested by comparing students’ percent correct scores for each reporting cluster to the August 2008

2008 STAR Post-Test Guide œ 9 © 2008 by the California Department of Education

Part I General Information | Chapter I.3 Interpreting Reports

average percent correct scores for the students statewide who scored proficient or advanced on the total test. Caution should be used in making these comparisons when the reporting cluster scores are based on relatively few items (for example, ten items or fewer). The average performance of students statewide who scored at the lowest proficient score and the lowest advanced score on the total tests is used for determining the average percent correct range for the CST reporting clusters on the STAR Student Report and the California Report for Teachers. Diamonds representing the percent correct for students (or average percent correct for groups of students) are compared to the average percent correct range that is represented by a horizontal bar on the reports. An explanation and example of this type of presentation on the STAR Student Report for the CSTs can be found starting on page 83. CMA Content Area Percent Correct For the CMA, only the percent correct score for the content area will be reported for a student. Cluster percent correct scores will not be reported in 2008 for the CMA(s) the student took. If a grade four student’s assigned multiple-choice ELA test was the CMA but the student also took the California Writing Standards Test, the student’s writing test will be scored. However, the writing score will not be used to calculate the student’s ELA score and will not be included on any of the individual reports, including the STAR Student Report(s) the student’s parent/guardian receives. The score will be used in calculating the percent of students at a school receiving each of the four writing scores—2, 4, 6, and 8—on the Student Master List Summary for grade four, and will be included in performance summaries available in Internet reports. CAT/6 Survey Because the CAT/6 Survey was normed using a national sample of students, it can be used to compare the performance of the California grade three and grade seven students taking it with that of a nationally representative sample of students for reading, language, spelling, and mathematics. The CAT/6 Survey results will contribute to the base API in 2008 and to the growth API between 2007 and 2008. National Percentile Ranks (NPR) for the Average Student

CAT/6 Survey Subgroup Summary reports include an NPR that provides the relative standing of a “hypothetical average student” in comparison to the national normative sample. We refer to the hypothetical average student because the comparison is to a distribution of individual students rather than to groups of students. Thus, the NPR would be assigned for a single student who scored exactly at the group mean or average. For the CAT/6 Survey, the NPR for the average student is based on the average normal curve equivalent (NCE) for the group. The relationship between NCEs and NPRs is mathematical in nature. NCEs may be obtained by converting percentiles to normalized z-scores and making the transformation NCE = 50 + 21.06z. Appendix F on page 151 is based on this relationship and provides the NCE intervals corresponding to each percentile rank as it is used by CTB/McGraw-Hill.

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Part I General Information | Chapter I.4 Comparing Results

Chapter I.4 Comparing Results Comparing CST Results When comparing results for the CSTs, compare results only within the same subject and grade; that is, compare grade two ELA in 2007 to grade two ELA in 2008 or grade six mathematics in 2007 to grade six mathematics in 2008. No direct comparisons should be made between grades or between content areas. In addition, comparisons should be made only within the same testing program. Results for the CST for Grade 3 ELA cannot be compared to results for the CMA for Grade 3 ELA, for example. Two types of comparisons are possible: 1. Comparing the average scale score; or 2. Comparing the percent of students scoring at each performance level. The reviewer may compare results for the same grade and subject across years within a school, between schools, or between a school and its district, its county, or the state. When making comparisons, the reviewer should consider comparing the percent of students scoring proficient and advanced. This is because the state target is for all students to score at or above proficient. Comparisons may also be made by calculating the overall percent of students within a school who scored proficient and advanced and comparing that percent to the overall percent of students in another school, the district, the county, or the state who scored proficient or advanced. The CST Summary report, which can be found at http://star.cde.ca.gov, provides this information for CST results for a selected reporting population. Information about this report can be found on page 128. When making comparisons across years within a given grade and content area, it is important to understand that even when the number of students is the same, the group’s composition from year to year may be quite different if student mobility (transiency) is high. When comparisons are made across years, they are actually a comparison of different groups of students with different traits taking different tests. Generally, there will be more variance in scores from year to year when small numbers of students are tested. While there may be a valid comparison to be made between students within a grade and content area, it is not valid to subtract a student’s or class’s scale score received one year in a given subject from the scale score received the previous year in the same subject in order to show growth. While the scale scores on all CSTs look the same, they are independently scaled so that differences for the same students across years cannot be calculated using basic subtraction. Any comparison of groups between years should not be used for diagnostic, placement, or promotion or retention purposes. Decisions about promotion, retention, placement, or eligibility for special programs may use or include STAR Program results only in conjunction with multiple other measures including, but not limited to, locally administered tests, teacher recommendations, and grades. Comparing Scale Scores and Performance Levels for Groups An example of how group-level CST scale scores for 2008 may be compared to the 2007 scale scores for the same content area and grade is shown in Table I.3 (on the next page). In this table, hypothetical average CST scale scores (SS) for ELA are compared A scale score is derived from a statistical procbetween 2007 and 2008 for the students in a particular school. Compared with ess. It is not possible to average scale scores in 2007, these data indicate slightly higher scores in 2008 calculate a scale score for grades two, four, and six; a slightly lower score for grade five; and a virtually by multiplying a stuidentical score in grade three. In addition to comparisons for all students, similar dent’s percent correct grade-by-grade comparisons of scale scores may be made for different in a content area by subgroups of interest. However, because the ELA (and other test) scales are 600. independent for each grade, it is not appropriate to calculate and compare average scale scores for the entire school or across grades.

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Part I General Information | Chapter I.4 Comparing Results Table I.3 Hypothetical example of using the CSTs to measure growth by comparing average scale scores

2007 CST for ELA Grade

No. of Students

2008 ELA for CST

Mean SS

No. of Students

Mean SS

Difference

Grade 2

120

322.2

111

333.5

11.3

Grade 3

100

331.4

124

331.7

0.3

Grade 4

90

319.9

102

323.1

3.2

Grade 5

100

334.0

94

327.6

-6.4

Grade 6

120

323.5

98

328.1

4.6

Table I.4 (below) provides a second hypothetical example of how group-level CST results may be compared. In this example, the percent of students scoring at or above proficient in ELA are compared between 2008 and 2007 across grades for the same school. Comparisons between 2008 and 2007 in Table I.4 indicate the same trends as indicated by Table I.3: a slightly higher percentage of students in grades two, four, and six scored at proficient or above, a slightly lower percentage of grade five students scored at proficient or above, and the same percentage of grade three students scored at proficient or above. Note that Table I.4 also provides a comparison of overall results for the entire school. Because “proficient or above” in ELA is a standards-based classification, 2008 and 2007 results for the entire school may be calculated by averaging across grades. The resulting school-level averages may be compared from year to year. However, for each year, these school-level averages should be weighted to reflect the number of students in each grade. For example, the results for grades two and six carry more weight in the calculations for 2007, but grades two and three carry more weight in the calculations for 2008. While these examples have made comparisons across only one year, it is important for program evaluation that results be compared across a number of years to verify that the trend is stable. Table I.4 Hypothetical example of using the CSTs to measure growth by comparing percentages of students at proficient and above

2007 CST for ELA

2008 CST for ELA

Grade

No. of Students

% Prof or Above

No. of Students

% Prof or Above

Difference

Grade 2

120

31%

111

35%

4%

Grade 3

100

33%

124

33%

0%

Grade 4

90

29%

102

31%

2%

Grade 5

100

34%

94

32%

-2%

Grade 6

120

31%

98

32%

1%

All Grades

530

32%

529

33%

1%

Comparing Scale Scores and Performance Levels for Individual Students Standard 13.7 of the Standards for Educational and Psychological Testing states, “In educational settings, a decision or characterization that will have major impact on a student should not be made on the basis of a single test score. Other relevant information should be taken into account if it will enhance the overall validity of the decision.”1

Decisions about promotion, retention, placement, or eligibility for special programs may use or include CST results only in conjunction with multiple other measures including, but not limited to, locally administered tests, teacher recommendations, and grades. 1

1999, American Educational Research Association, American Psychological Association, and National Council on Measurement in Education.

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Part I General Information | Chapter I.4 Comparing Results

In any test, one can assume that scores for an individual would vary if it were somehow possible to give the same test over and over again. For example, students may vary in their performance because of the way they are feeling on the day of the test or they may be especially lucky or unlucky when they guess at questions they do not know. This random variation in individual scores is quantified through the use of a statistic called the standard error of measurement (SEM). There are several features of the SEM that are useful in interpreting scale scores: • SEMs can help evaluate the accuracy of test scores. One can interpret the SEM for an individual as one would the standard deviation for a group of test scores. Given a single score for a student, it can be assumed that if the student were to take the test over and over again, the student would score within one SEM of the observed score about 68 percent of the time and within two SEMs about 95 percent of the time. • The SEM is not the same at all score levels. The conditional standard error of measurement (CSEM) indicates the SEM that is associated with a particular score level. That is, scale scores are more or less accurate at different points on the scale. Appendix D on page 149 lists the CSEMs for each CST at the four performance-level cut points: below basic, basic, proficient, and advanced. For each content area and grade, these tables include the scale score that corresponds to the performance level cut point. The CSEMs vary by content area/grade and by performance level. In general, the CSEMs are slightly lower at the basic and proficient levels and slightly higher at the below basic and advanced levels.

Comparing CMA Results When comparing results for the CMA, the reviewer is limited to making comparisons within the same subject and grade; that is, grade three ELA compared to grade three ELA or grade four mathematics compared to grade four mathematics. No direct comparisons should be made between grades or between content areas. The results for the CMA are reported as the percent of items correct. Therefore, the CMA results may be used only to compare the average percent correct on the test. The reviewer may compare results for the same grade and subject between schools or between a school and its district, its county, or the state. Because performance levels and scale scores will not be available for the CMA until 2009, there are currently no data that would allow comparison. Once these data have become available—that is, when the CMA has been administered over a few years—CMA results could be compared in the same ways and using the same methodologies that are used to compare CST results. Performance levels and scale scores will be available for the CMA for grades three, four, and five starting in 2009.

Comparing CAT/6 Survey Results Because the CAT/6 Survey is unchanged from year to year, reviewers may compare the test results from year to year as well as between and among schools and/or districts for the tests administered during spring 2003, 2004, 2005, 2006, 2007, and 2008. When comparing CAT/6 Survey results, compare results only within the same subject. The most defensible comparison is the percent of students scoring at or above the 50th NPR. This is the percent of students in the group purported to have demonstrated achievement at or above grade level, and it tells you the percent of students in the tested group who scored at or above the score achieved by half (50%) of the students in the national sample (norm group). If the percent of students who scored at or above the 50th NPR is greater than 50, the group performed better than the national sample. The percent of students who scored at or above the 50th NPR can be compared between and among schools and school districts and can be used to compare a school’s test results to those of its school district, its county, or the state. The grade three or grade seven results can be compared from year to year either by comparing within grade and subject the percent of students scoring at or above the 50th NPR or by comparing the mean scale score from year to year. When making comparisons across years it is important to understand that even when the number of students is the same, the group’s composition from year to year may be quite different if student mobility (transiency)

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Part I General Information | Chapter I.4 Comparing Results

is high. Generally, there will be more variance in scores from year to year when small numbers of students are tested. Any comparison of groups between years should not be used for diagnostic, placement, or promotion or retention purposes. Decisions about promotion, retention, placement, or eligibility for special programs may use or include STAR Program results only in conjunction with multiple other measures including, but not limited to, locally administered tests, teacher recommendations, and grades.

Comparing CAPA Results When comparing results for the CAPA, the reviewer is limited to comparisons within the same subject and CAPA level; that is, Level II mathematics compared to Level II mathematics or Level IV ELA compared to Level IV ELA. No direct comparisons should be made between test levels or content areas. Two types of comparisons are possible: 1. Comparing the mean scale score; or 2. Comparing the percent of students scoring at each performance level. The reviewer may compare results for the same subject, grade, and CAPA level across years within a school, between schools, or between a school and its district, its county, or the state. When making comparisons, the reviewer should consider comparing the percent of students scoring proficient and advanced. This is because the state target is for all students to score at or above proficient. Comparisons may also be made by calculating the overall percent of students within a school who scored proficient and advanced and comparing that percent to the overall percent of students in another school, the district, the county, or the state who scored proficient (PRO) or advanced (ADV). To make a comparison of this kind, first calculate the number of students who scored proficient and advanced for the subject area at each grade and CAPA level ([%PRO + %ADV] x number tested for the grade and CAPA level and subject area = number scored PRO/ADV). Then add the number scored PRO/ADV for all grades and divide the sum by the total enrollment.

Comparing STS Results When comparing results for the STS, the reviewer is limited to comparisons within the same subject and grade; that is, grade three RLA compared to grade three RLA or grade four mathematics compared to grade four mathematics. No direct comparisons should be made between grades or between content areas. The results for the STS are reported as the percent of items correct. Therefore, the STS results may be used only to compare the average percent correct on the test. The reviewer may compare results for the same grade and subject between schools or between a school and its district, its county, or the state. Grades two through four: This is the second year that the STS has been administered to students in grades two through four. However, scores are available only as percent correct. These results should not be compared across years. Performance levels and scale scores will be available for the STS for grades two through four starting in 2009; STS results could then be compared in the same ways and using the same methodologies that are used to compare CST results. Grades five through seven: Because this is the first year of administration for the STS in grades five through seven, there are currently no data that would allow comparison for the STS for those grades. Performance levels and scale scores will be available for the STS for grades five through seven starting in 2010. Once these data have become available and the STS has been administered over a few years, STS results could be compared in the same ways and using the same methodologies that are used to compare CST results.

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Part II

Report Descriptions Part II Report Descriptions

Part II Report Descriptions | Chapter II.1 Report Descriptions

Chapter II.1 Report Descriptions STAR CST/CMA-CAT/6 Survey, CAPA, and STS Printed Reports Please note that the California Department of Education does not keep or maintain the CST/CMA-CAT/6 Survey, CAPA, or STS reports. Reports are kept and maintained at the district and subordinate levels. The CSTs are criterion-referenced tests that measure students’ progress toward mastering California content standards in English–language arts, mathematics, science, and history–social science. The CMA consists of criterion-referenced tests for students who have an IEP, are receiving grade-level instruction, and, even with interventions, will not achieve grade-level proficiency within the year covered by the student’s IEP. The tests measure students’ progress toward mastering California content standards in English–language arts and mathematics for students in grades three through five and the science content standards for students in grade five. The CAT/6 Survey is a norm-referenced test battery. The tests are used to assess how the achievement of California students in grades three and seven ranks against the achievement of national samples of students tested in these grades at about the same time of the school year. The CAPA is also criterion-referenced. It measures the progress of students with significant cognitive disabilities toward mastering sets of California’s content standards in English–language arts, mathematics, and science. The STS permits students to demonstrate their achievement of the California content standards in reading/language arts and mathematics through primary language tests that are aligned to the standards. As with the other STAR assessments, the STS is criterion-referenced.

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Part II Report Descriptions | Chapter II.1 Report Descriptions Table II.1 2008 STAR CST/CMA-CAT/6 Survey, CAPA, and STS Printed Reports

2008 STAR CST/CMA-CAT/6 SURVEY, CAPA, AND STS PRINTED REPORTS DESCRIPTION USE AND DISTRIBUTION Student Master List Summary (CST, CMA, CAPA, and STS) This report is a resource for evaluators, This report summarizes student results for the CSTs, CMA, CAPA, and STS at the school, district, researchers, teachers, parents/guardians, community county, and state level for each grade. It does not members, and administrators. include any individual student information. It does One copy is sent to the school and one to the not include information on the CAT/6 Survey. district. Note: Summaries for specific CSTs for This report is also produced for districts, counties, mathematics, science, and history–social and the state. science across grades are provided in the Note: The data on this report may be shared with Student Master List Summary—End-ofparents/guardians, community members, Course (EOC) report. and the media only if the data are for 11 or For each CST, CMA, and STS grade and CAPA more students. level, the following data are summarized: • By subject tested: ▪ Number of students enrolled ▪ Number and percent of students tested ▪ Number and percent of valid scores ▪ Number tested with scores ▪ Mean percent correct For each subject tested for CST1 and for CAPA2 English–language arts and mathematics: • Mean scale score • Scale score standard deviation • Number and percent of students scoring at each performance level3 For CSTs and STS grades 2–4 only: • The number of items for each reporting cluster and the mean percent correct • For the CSTs for grades 4 and 7 only, the percent of students achieving each Writing Application score For CMA4, CAPA Science, and STS5 grades 5–7: • The percent correct for each subject4 tested Student Master List Summary—End-of-Course (CST) This report summarizes Student Master List This report is a resource for evaluators, information for end-of-course CSTs for researchers, teachers, parents/guardians, community mathematics, science, and history–social science members, and administrators. across grades at the school, district, county, and state One copy is sent to the school and one to the Legend 1

2 3

CST subjects tested are English–language arts (grades 2–11), mathematics (grades 2–7), science (grades 5, 8, and 10), history–social science (grades 8 and 11), mathematics end-ofcourse (grades 7–11), science end-of-course (grades 9–11), and history–social science end-of-course (grades 9–11). CAPA subjects assessed are English–language arts, mathematics, and science. Performance levels are advanced, proficient, basic, below basic, far below basic.

4 5 6 7

CMA subjects tested are English–language arts (grades 3–5), mathematics (grades 3–5), and science (grade 5). STS subjects tested in grades 2–7 are reading/language arts and mathematics. CAT/6 Survey is taken by students in grades 3 and 7 only. CAT/6 Survey subjects tested are reading, language, spelling, and mathematics.

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2008 STAR Post-Test Guide œ 17 © 2008 by the California Department of Education

Part II Report Descriptions | Chapter II.1 Report Descriptions

2008 STAR CST/CMA-CAT/6 SURVEY, CAPA, AND STS PRINTED REPORTS DESCRIPTION USE AND DISTRIBUTION district. levels. It does not include any individual student information. It does not include information on the This report is also produced for districts, counties, CMA, CAT/6 Survey, CAPA, or STS. and the state. At grades 7–11, CSTs for end-of-course Note: The data on this report may be shared with mathematics are given in the following subjects: parents/guardians, community members, ▪ Algebra I (grades 7–11) and the media only if the data are for 11 or more students. ▪ General Mathematics (grades 8 and 9) ▪ Geometry (grades 8–11) ▪ Algebra II (grades 8–11) ▪ Integrated Mathematics 1, 2, and 3 (grades 8–11) ▪ Summative High School Mathematics (grades 9–11). At grades 9–11, CSTs for end-of-course science are offered in the following subjects: ▪ Biology ▪ Chemistry ▪ Physics ▪ Earth Science ▪ Integrated/Coordinated Science 1, 2, 3, and 4 Students in grades 9–11 may also take the EOC CST for World History. For each of these CSTs, the following data are summarized: • By subject tested: ▪ Number of students enrolled ▪ Number and percent of students tested ▪ Number and percent of valid scores ▪ Number tested with scores • Mean percent correct • Mean scale score • Scale score standard deviation • Number and percent of students scoring at each CST performance level3 • The number of items for each reporting cluster and the mean percent correct

Legend 1

2 3

CST subjects tested are English–language arts (grades 2–11), mathematics (grades 2–7), science (grades 5, 8, and 10), history–social science (grades 8 and 11), mathematics end-ofcourse (grades 7–11), science end-of-course (grades 9–11), and history–social science end-of-course (grades 9–11). CAPA subjects assessed are English–language arts, mathematics, and science. Performance levels are advanced, proficient, basic, below basic, far below basic.

4 5 6 7

CMA subjects tested are English–language arts (grades 3–5), mathematics (grades 3–5), and science (grade 5). STS subjects tested in grades 2–7 are reading/language arts and mathematics. CAT/6 Survey is taken by students in grades 3 and 7 only. CAT/6 Survey subjects tested are reading, language, spelling, and mathematics.

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Part II Report Descriptions | Chapter II.1 Report Descriptions

2008 STAR CST/CMA-CAT/6 SURVEY, CAPA, AND STS PRINTED REPORTS DESCRIPTION USE AND DISTRIBUTION Subgroup Summary This set of reports disaggregates and reports results by the following subgroups: • All students • Disability status Note: Disabilities among CAPA students include specific disabilities. • Economic status • Gender • English proficiency • Primary ethnicity These reports contain no individual studentidentifying information and are aggregated at the school, district, county, and state levels. CAPA statistics are listed by CAPA level. Information on the CST, CMA, CAT/6 Survey6, CAPA, and STS is provided on this report. For each subgroup within a report, and for the total number of students, the following are included: • Total number tested in the subgroup • Percent tested in subgroup as a percent of all students tested • Number and percent of valid scores • Number tested who received scores • Mean scale score for CSTs (all) and CAPA (ELA and Mathematics) • Standard deviation of scale score for CSTs (all) and CAPA (ELA and Mathematics) • Number and percent of students scoring at each performance level3 for CSTs (all) and CAPA (ELA and Mathematics) • Percent correct for each subject for CMA4 • Percent correct for CAPA Science • Percent correct for each subject for STS5

This report is a resource for evaluators, researchers, teachers, parents/guardians, community members, and administrators. One copy is sent to the school and one copy to the district. This report is also produced for districts, counties, and the state. Note: The data on this report may be shared with parents/guardians, community members, and the media only if the data are for 11 or more students.

Legend 1

2 3

CST subjects tested are English–language arts (grades 2–11), mathematics (grades 2–7), science (grades 5, 8, and 10), history–social science (grades 8 and 11), mathematics end-ofcourse (grades 7–11), science end-of-course (grades 9–11), and history–social science end-of-course (grades 9–11). CAPA subjects assessed are English–language arts, mathematics, and science. Performance levels are advanced, proficient, basic, below basic, far below basic.

4 5 6 7

CMA subjects tested are English–language arts (grades 3–5), mathematics (grades 3–5), and science (grade 5). STS subjects tested in grades 2–7 are reading/language arts and mathematics. CAT/6 Survey is taken by students in grades 3 and 7 only. CAT/6 Survey subjects tested are reading, language, spelling, and mathematics.

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Part II Report Descriptions | Chapter II.1 Report Descriptions

2008 STAR CST/CMA-CAT/6 SURVEY, CAPA, AND STS PRINTED REPORTS DESCRIPTION USE AND DISTRIBUTION Subgroup Summary—Ethnicity for Economic Status This report, a part of the Subgroup Summary, This report is a resource for evaluators, disaggregates and reports results by crossresearchers, teachers, parents/guardians, community referencing each ethnicity with economic status— members, and administrators. students are in the National School Lunch Program One copy is sent to the school and one copy to the (NSLP) (economically disadvantaged), not in the district. NSLP (not economically disadvantaged), or their This report is also produced for districts, counties, NSLP status is unknown. and the state. As with the standard Subgroup Summary, this Note: The data on this report may be shared with disaggregation contains no individual studentparents/guardians, community members, identifying information and is aggregated at the and the media only if the data are for 11 or school, district, county, and state levels. CAPA more students. statistics are listed by CAPA level. Only CST and CAPA information is provided on this report. For each subgroup within a report, and for the total number of students, the following are included: • Total number tested in the subgroup • Percent tested in subgroup as a percent of all students tested • Number and percent of valid scores • Number tested who received scores • Mean scale score (all CSTs, CAPA ELA and Mathematics only) • Standard deviation of scale score (all CSTs, CAPA ELA and Mathematics only) • Number and percent of students scoring at each performance level3 (all CSTs, CAPA ELA and Mathematics only) Group Summary: CAT/6 Survey Results This report summarizes the Student Master List information for the CAT/6 Survey taken by students in grades three and seven. This report does not include any individual student information. Results are aggregated at the school, district, county, and state levels. For each CAT/6 Survey subject7 this report provides:

This report is a resource for evaluators, researchers, teachers, parents/guardians, community members, and administrators. One copy is sent to the school and one copy to the district. This report is also produced for districts, counties, and the state. Note: The data on this report may be shared with parents/guardians, community members,

Legend 1

2 3

CST subjects tested are English–language arts (grades 2–11), mathematics (grades 2–7), science (grades 5, 8, and 10), history–social science (grades 8 and 11), mathematics end-ofcourse (grades 7–11), science end-of-course (grades 9–11), and history–social science end-of-course (grades 9–11). CAPA subjects assessed are English–language arts, mathematics, and science. Performance levels are advanced, proficient, basic, below basic, far below basic.

4 5 6 7

CMA subjects tested are English–language arts (grades 3–5), mathematics (grades 3–5), and science (grade 5). STS subjects tested in grades 2–7 are reading/language arts and mathematics. CAT/6 Survey is taken by students in grades 3 and 7 only. CAT/6 Survey subjects tested are reading, language, spelling, and mathematics.

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Part II Report Descriptions | Chapter II.1 Report Descriptions

2008 STAR CST/CMA-CAT/6 SURVEY, CAPA, AND STS PRINTED REPORTS DESCRIPTION USE AND DISTRIBUTION • Number of students enrolled • Number and percent of students tested • Number and percent of valid scores • Number of students tested with scores • National percentile rank-stanine for a hypothetical average student • Mean national NCE • Mean scale score • Scale score standard deviation • Percent of students scoring: ▪ Above the 75th percentile ▪ At or above the 50th percentile ▪ Above the 25th percentile • Percent of students scoring within each fifth of the national distribution Student Record Label These reports are printed on adhesive labels to be affixed to the student’s permanent school records. Each pupil shall have an individual record of accomplishment; that includes STAR testing results (see California Education Code section 60607[a]). For the CSTs1: • Scale scores • Performance levels3 • California Reading List (CRL) Number For the CMA4 and STS5: • Percent correct For the CAT/6 Survey7: • Scale scores • National percentiles-stanines • NCEs For the CAPA2: • Scale scores and performance levels3 (ELA and Mathematics) • Percent correct (Science)

and the media only if the data are for 11 or more students.

This report includes individual student results and is not distributed beyond the student’s school. A school will receive more than one record label for a student if that student took the STS with any combination of CSTs and CMA.

Legend 1

2 3

CST subjects tested are English–language arts (grades 2–11), mathematics (grades 2–7), science (grades 5, 8, and 10), history–social science (grades 8 and 11), mathematics end-ofcourse (grades 7–11), science end-of-course (grades 9–11), and history–social science end-of-course (grades 9–11). CAPA subjects assessed are English–language arts, mathematics, and science. Performance levels are advanced, proficient, basic, below basic, far below basic.

4 5 6 7

CMA subjects tested are English–language arts (grades 3–5), mathematics (grades 3–5), and science (grade 5). STS subjects tested in grades 2–7 are reading/language arts and mathematics. CAT/6 Survey is taken by students in grades 3 and 7 only. CAT/6 Survey subjects tested are reading, language, spelling, and mathematics.

August 2008

2008 STAR Post-Test Guide œ 21 © 2008 by the California Department of Education

Part II Report Descriptions | Chapter II.1 Report Descriptions

2008 STAR CST/CMA-CAT/6 SURVEY, CAPA, AND STS PRINTED REPORTS DESCRIPTION USE AND DISTRIBUTION Student Master List This report is an alphabetical roster of individual student results on the CSTs, CMA, CAT/6 Survey, CAPA, and STS. For the CSTs: • Percent correct for each reporting cluster within each subject1 tested • A scale score and a performance level3 for each subject1 tested • Writing score (grades 4 and 7) • California Reading List number For the CMA: • Percent correct for the subject4 tested For the CAT/6 Survey7: • Percentile ranks • Stanines • NCEs For the CAPA: • A scale score and a performance level3 (ELA and Mathematics) • Percent correct (Science) For the STS: • Percent correct for the subject5 tested • Percent correct for each reporting cluster within each subject5 tested (grades 2–4 only)

This report provides administrators and teachers with a quick reference to CAT/6 Survey results for students in grades 3 and 7; and all students’ CST, CAPA, and STS results within each grade or within each grade and year-round schedule at a school. Because this report includes individual student results, it is not distributed beyond the student’s school.

The STAR Student Report—CST-CAT/6 Survey A report for the CSTs and CAT/6 Survey based on the tests the student took. This report includes individual student results and For CSTs-CAT/6 Survey, this report provides is not distributed beyond parents/guardians and the parents/guardians and teachers with the student’s student’s school. results, presented in tables and graphs. Two color copies of this report are provided for For the CSTs: each student. One is for the student’s current teacher, • Scale scores 3 and one is to be distributed by the district to parents/ • Performance levels guardians. • Number and percent correct in each reporting For mailing, use a #10 left-hand window cluster envelope. Fold the report in thirds so that the • Comparison of the student’s scores on specific address, if printed, will appear in the window. content areas (reporting clusters) to the range of scores of students statewide who scored at Legend 1

2 3

CST subjects tested are English–language arts (grades 2–11), mathematics (grades 2–7), science (grades 5, 8, and 10), history–social science (grades 8 and 11), mathematics end-ofcourse (grades 7–11), science end-of-course (grades 9–11), and history–social science end-of-course (grades 9–11). CAPA subjects assessed are English–language arts, mathematics, and science. Performance levels are advanced, proficient, basic, below basic, far below basic.

4 5 6 7

CMA subjects tested are English–language arts (grades 3–5), mathematics (grades 3–5), and science (grade 5). STS subjects tested in grades 2–7 are reading/language arts and mathematics. CAT/6 Survey is taken by students in grades 3 and 7 only. CAT/6 Survey subjects tested are reading, language, spelling, and mathematics.

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Part II Report Descriptions | Chapter II.1 Report Descriptions

2008 STAR CST/CMA-CAT/6 SURVEY, CAPA, AND STS PRINTED REPORTS DESCRIPTION USE AND DISTRIBUTION the lowest score for proficient to the lowest score for advanced on the total test • Student’s California Reading List number For the CAT/6 Survey6: • Percentiles by subject7 tested The report is formatted with the student’s mailing address positioned for use in windowed envelopes for mailing to parents/guardians if the district provided mailing addresses. A student who took tests in both the CMA and the CSTs will receive two Student Reports. The STAR Student Report—CMA A report for the CMA and CAT/6 Survey based on the tests the student took. This report includes individual student results and This report provides parents/guardians and is not distributed beyond parents/guardians and the teachers with the student’s percent correct results, student’s school. presented in tables and graphs, and shows percent correct by each CMA content area taken by the Two color copies of this report are provided for student. A student who took the CMA for ELA will each student: One is for the student’s current not receive a score on the Writing Applications test teacher, and one is to be distributed by the district to even if the student, for some reason, took this test. parents/guardians. The report is formatted with the student’s mailing For mailing, use a #10 left-hand window address positioned for use in windowed envelopes envelope. Fold the report in thirds so that the for mailing to parents/guardians if the district address, if printed, will appear in the window. provided mailing addresses. A student who took tests in both the CST and the CMA will receive two Student Reports. The STAR Student Report—CAPA This report provides parents/guardians and teachers with the student’s results, presented in tables and graphs. Data presented include: • Scale scores for ELA and mathematics • Performance levels3 for ELA and mathematics • Percent correct for science • Descriptions of the performance levels for ELA and mathematics The report is formatted with the student’s mailing address positioned for use in windowed envelopes for mailing to parents/guardians if the district provided mailing addresses.

This report includes individual student results and is not distributed beyond parents/guardians and the student’s school. Two color copies of this report are provided for each student. One is for the student’s current teacher, and one is to be distributed by the district to parents/ guardians. For mailing, use a #10 left-hand window envelope. Fold the report in thirds so that the address, if printed, will appear in the window.

Legend 1

2 3

CST subjects tested are English–language arts (grades 2–11), mathematics (grades 2–7), science (grades 5, 8, and 10), history–social science (grades 8 and 11), mathematics end-ofcourse (grades 7–11), science end-of-course (grades 9–11), and history–social science end-of-course (grades 9–11). CAPA subjects assessed are English–language arts, mathematics, and science. Performance levels are advanced, proficient, basic, below basic, far below basic.

4 5 6 7

CMA subjects tested are English–language arts (grades 3–5), mathematics (grades 3–5), and science (grade 5). STS subjects tested in grades 2–7 are reading/language arts and mathematics. CAT/6 Survey is taken by students in grades 3 and 7 only. CAT/6 Survey subjects tested are reading, language, spelling, and mathematics.

August 2008

2008 STAR Post-Test Guide œ 23 © 2008 by the California Department of Education

Part II Report Descriptions | Chapter II.1 Report Descriptions

2008 STAR CST/CMA-CAT/6 SURVEY, CAPA, AND STS PRINTED REPORTS DESCRIPTION USE AND DISTRIBUTION The STAR Student Report—STS This report provides parents/guardians and teachers with the student’s percent correct results, presented in tables and graphs, and shows the names of the reporting clusters for all grades and the percent correct by each reporting cluster for grades 2–4. The report is formatted with the student’s mailing address positioned for use in windowed envelopes for mailing to parents/guardians if the district provided mailing addresses. Because students who take the STS must also take the grade-level CSTs, those students will likely receive two Student Reports. California Report for Teachers The purpose of this report is to make the results of last year’s CST more useful for instruction by addressing three questions: • How did last year’s students perform on the CST? • How did each group of students perform? • What additional resources are available? There are separate reports for ELA and mathematics.

This report includes individual student results and is not distributed beyond parents/guardians and the student’s school. Two color copies of this report are provided for each student. One is for the student’s current teacher, and one is to be distributed by the district to parents/ guardians. For mailing, use a #10 left-hand window envelope. Fold the report in thirds so that the address, if printed, will appear in the window.

One copy of this report is provided to the teacher who had the class during the year the test was given if teacher information was included in Pre-ID files or marked on School and Grade Identification (SGID) sheets. Every school receives grade-level or end-ofcourse reports. Reports for individual teachers will be delivered in sealed envelopes. These are to be delivered only to the teacher whose name is on the envelope. Under no circumstances is the information in the reports to be used for teacher evaluation.

Legend 1

2 3

CST subjects tested are English–language arts (grades 2–11), mathematics (grades 2–7), science (grades 5, 8, and 10), history–social science (grades 8 and 11), mathematics end-ofcourse (grades 7–11), science end-of-course (grades 9–11), and history–social science end-of-course (grades 9–11). CAPA subjects assessed are English–language arts, mathematics, and science. Performance levels are advanced, proficient, basic, below basic, far below basic.

4 5 6 7

CMA subjects tested are English–language arts (grades 3–5), mathematics (grades 3–5), and science (grade 5). STS subjects tested in grades 2–7 are reading/language arts and mathematics. CAT/6 Survey is taken by students in grades 3 and 7 only. CAT/6 Survey subjects tested are reading, language, spelling, and mathematics.

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Part II Report Descriptions | Chapter II.1 Report Descriptions

Viewing Report Samples Report samples are presented in this section as follows: 1. A table presents an overview of the purpose, format, action, and focus of the report. 2. Sample sections of the report are presented with numbered callouts and corresponding descriptions. 3. Samples of the complete report are presented.

Report Modes Individual STAR results are reported in the following modes: Mode

Paper reports

Report

Levels Available

The STAR Student Report for the CSTs and CAT/6 Survey

Individual student

The STAR Student Report for the CMA and CAT/6 Survey

Individual student

The STAR Student Report for the CAPA

Individual student

The STAR Student Report for the STS

Individual student

STAR Student Record Label

Individual student

STAR Student Master List

List of students by grade/school or by grade and year-round schedule, for all tests

Student Data

Individual student—three electronic files: One file includes results for CST/CMACAT/6 Survey, CAPA, or STS and student demographic data results. Demographic data are included for students who were enrolled on the first day of testing but were not tested. The second file includes student names and other identifying data as well as the accommodations, modifications, and special conditions for each student. The third file contains student identification data, English learner test variation data, irregularity data, and subscore data. The files will be on one or more CDROMs.

Adhesive labels

Paper reports

CD-ROM

Data displayed on the samples in this guide are for demonstration purposes only and may not reflect valid data.

August 2008

2008 STAR Post-Test Guide œ 25 © 2008 by the California Department of Education

Part II Report Descriptions | Chapter II.2 Summary Reports

Chapter II.2 Summary Reports STAR Student Master List Summary Purpose Format Action

Focus

To summarize the performance of a group of students (a grade within a school, district, county, or state) on the CSTs, CMA, CAPA, and STS. Includes data for all students on the Student Master List. A grade-level report for each grade in the school, district, or county. Results for all CSTs, CMA, CAPA, and the STS administered at each grade are on the report. Test coordinators and school administrators should review for accuracy and completeness and use these results for reporting schoolwide results to school staff and the public. ▪ Summary of student performance on the CSTs, CMA, and STS by grade and test. Scores for CSTs and STS for grades 2–4 include performance on the reporting clusters. Scores for STS for grades 5–7 are shown by content area only, although reporting cluster names are listed. ▪ Summary of student performance on the CAPA by grade and CAPA level.

For the list of 2008 reporting clusters and number of questions for each, see Appendix A on page 136 for CST reporting clusters and Appendix B on page 145 for STS reporting clusters.

26 œ 2008 STAR Post-Test Guide

August 2008 © 2008 by the California Department of Education

August 2008

14. Writing Application Percent 15. Number Possible

13. Reporting Clusters

1. Number Enrolled

10. Performance Levels

9. Percent (%)

16. Writing Application Score Codes

Percent Correct

8. Number (#)

© 2008 by the California Department of Education

Valid Scores

7. Mean

6. Number Tested with Scores

5. Percent

4. Number Valid Scores

3. Percent Tested

2. Number Tested

Explanation of Grade Four Student Master List Summary Sample

Part II Report Descriptions | Chapter II.2 Summary Reports

2008 STAR Post-Test Guide œ 27

17. Mean Percent Correct

11. Mean Scale Score

12. Scale Score Standard Deviation

Number Tested

Percent Tested

Number Valid Scores

Percent Valid Scores

Number Tested with Scores

Mean Percent Correct

Number (#)

Percent (%)

2..

3..

4..

5..

6..

7..

8..

9..

28 œ 2008 STAR Post-Test Guide

Number Enrolled

1..

© 2008 by the California Department of Education

August 2008

For the subject, number of multiple-choice answer documents submitted minus the number of answer documents marked to indicate that the student enrolled after the first day and was subsequently tested. For the subject, number of students who responded to any questions on the test or whose answer documents were marked to indicate that the student tested but marked no answers. For the subject, number of students tested, divided by the number of students enrolled, multiplied by 100, and rounded to the nearest tenth [(Number tested / Number enrolled) *100, rounded to nearest tenth]. In some cases, the percent tested may exceed 100 because of students who enrolled after testing started and were subsequently tested. For the subject, number of students tested at grade level who received a score for the test (that is, a scale score or percent correct). For aggregate reporting and accountability purposes, this number does not include: • Incomplete tests • Tests taken with modifications • Students who took the STS who are non-English learners • Students with inconsistent grades (test did not match student’s grade level) For the subject, number of valid scores, divided by the number of students tested, multiplied by 100, and rounded to the nearest whole number [(Number valid scores / Number tested) * 100, rounded to nearest whole number]. For the subject, number of students who took tests and whose testing resulted in scores. Number includes students who tested with modifications but not: • Incomplete tests • Students who took the STS who are non-English learners • Students with inconsistent grades (test did not match student’s grade level) For the subject, sum of all the raw scores for valid tests, divided by the number of students with valid scores, divided by the number of questions on the test, multiplied by 100, and rounded to the nearest whole number [{(Σ Raw scores / # of valid scores) / Total questions} * 100, rounded to nearest whole number]. Does not apply to CAPA. For the subject, number of students’ scores at each performance level. Applies to all CSTs and to CAPA ELA and Mathematics only. For the subject, percent of students’ scores at each performance level. Does not apply to CMA, CAPA Science, or STS for grades 5–7.

Table II.2 STAR Student Master List Summary Descriptions

Part II Report Descriptions | Chapter II.2 Summary Reports

Mean Scale Score

Scale Score Standard Deviation

Reporting Clusters

Writing Application Percent

Number Possible

Writing Application Score Codes

Mean Percent Correct

11.

12.

13.

14.

15.

16.

17.

August 2008

Performance Levels

10..

© 2008 by the California Department of Education

2008 STAR Post-Test Guide œ 29

One of five ranges of scale scores: advanced, proficient, basic, below basic, or far below basic. The target is for all students to score proficient or advanced. Applies to all CSTs and to CAPA ELA and Mathematics only. Note: Scores for students tested with modifications are counted in the far below basic level for aggregate reporting and accountability purposes only. For the subject, average of the valid scale scores for the group of students [(Sum of valid scale scores / Number of valid scale scores)]. (The scale score for the CSTs is a value from 150 to 600, with 350 as the lowest score for a proficient performance level. The scale score for the CAPA is a value from 15 to 60, with 35 as the lowest score for a proficient performance level.) Applies to all CSTs and to CAPA ELA and Mathematics only. Standard deviation (SD) of the scale scores for a group of students. The scale score SD indicates how far away scale scores are from the scale score mean. About 68% of the scores will be plus or minus one standard deviation from the mean. About 95% of the scores will be within plus or minus two standard deviations from the mean. Applies to all CSTs and to CAPA ELA and Mathematics only. Names of reporting clusters for CSTs and STS. These vary by grade and subject. This item does not apply to the CMA or CAPA. For grades 4 and 7 CSTs only. Percent of student scores at each Writing Application Score (2, 4, 6, or 8). For the reporting cluster, number of questions. Does not apply to the CMA, CAPA, or STS for grades 5–7. For grades 4 and 7 CSTs only. Percent of students who did not receive a writing application score, by code: B–The student submitted a blank paper. C–The student copied the task instead of completing it. I–The student’s writing was illegible. L–The student wrote in a language other than English. R–The student refused to write. T–The student wrote an essay on something other than the assigned topic. W–The student wrote on a prompt from an earlier testing period. ELA scale scores and performance levels for students with codes C, I, L, T, or NT (not tested) are calculated using a raw score to scale score conversion chart with a maximum raw score of 75 points. ELA scale scores and performance levels for students with codes B, R, and W or with numeric scores are calculated using a raw score to scale score conversion chart with a maximum raw score of 83 points. For the reporting cluster, the mean percent correct. Does not apply to the CMA, CAPA, or to STS for grades 5–7.

Part II Report Descriptions | Chapter II.2 Summary Reports

30 œ 2008 STAR Post-Test Guide

Grade Four

Student Master List Summary Samples

Part II Report Descriptions | Chapter II.2 Summary Reports

© 2008 by the California Department of Education

August 2008

August 2008

Grade Ten (Without CAPA)

© 2008 by the California Department of Education

2008 STAR Post-Test Guide œ 31

Part II Report Descriptions | Chapter II.2 Summary Reports

Part II Report Descriptions | Chapter II.2 Summary Reports

STAR Student Master List Summary: End-of-Course Purpose

Format Action

Focus

To summarize Student Master List information for end-of-course CSTs across grades for mathematics (such as Algebra I), science (such as Biology), and history–social science (for World History) at the school and district levels. EOC CSTs for mathematics can be taken by students in grades 7–11. EOC CSTs for science can be taken by students in grades 9–11. The EOC CST for World History can be taken by students in grades 9–11. A mathematics, science, or history–social science end-of-course report for all students in the school who took the test. Results are by grade level as well as the total for students in all grades. Blank rows appear for tests not administered. End-of-course details are broken out by reporting cluster. Test site coordinators and school administrators should review for accuracy and completeness and use the results for reporting schoolwide results to school staff and the public. ▪ Summary of student performance on the end-of-course CSTs for mathematics, science, and history–social science, including performance on the reporting clusters by grade level and all students tested. ▪ Performance levels and reporting cluster results for the school or district.

32 œ 2008 STAR Post-Test Guide

August 2008 © 2008 by the California Department of Education

August 2008

13. Reporting Clusters

1. Number Enrolled

Valid Scores

5. Percent

14. Number Possible

3. Percent Tested

8. Number (#)

9. Percent (%)

10. Performance Levels

© 2008 by the California Department of Education

15. Mean Percent Correct

Correct

7. Mean Percent

4. Number Valid 6. Number Tested with Scores Scores 2. Number Tested

Explanation of End-of-Course Math Student Master List Summary

Part II Report Descriptions | Chapter II.2 Summary Reports

2008 STAR Post-Test Guide œ 33

11. Mean Scale Score

12. Scale Score Standard Deviation

Percent Tested

Number Valid Scores

Percent Valid Scores

Number Tested with Scores

Mean Percent Correct

Number (#)

Percent (%)

3..

4..

5..

6..

7..

8..

9..

34 œ 2008 STAR Post-Test Guide

Performance Levels

Number Tested

2..

10..

Number Enrolled

1..

© 2008 by the California Department of Education

August 2008

For the grade, number of multiple-choice answer documents submitted minus the number of answer documents marked to indicate that student enrolled after the first day and was subsequently tested. For the subject, number of students, by grade and school, who responded to any questions on the test or whose answer documents were marked to indicate that the student tested but marked no answers. For the grade, number of students tested, divided by the number of students enrolled, multiplied by 100, and rounded to the nearest tenth [(Number tested / Number enrolled) * 100, rounded to nearest tenth]. For the subject, number of students tested at grade level who received a score for the test (that is, a scale score or percent correct). For aggregate reporting and accountability purposes, this number does not include: • Incomplete tests • Tests taken with modifications • Students with inconsistent grades (test did not match student’s grade level) • Unknown EOC math or science test (student did not mark which test was taken) For the grade, number of valid scores, divided by the number of students tested, multiplied by 100, and rounded to the nearest whole number [(Number valid scores / Number tested) * 100, rounded to nearest whole number]. For the grade and subject, number of students whose testing resulted in scores. Number includes students who tested with modifications but does not include: • Incomplete tests • Students with inconsistent grades (test did not match student’s grade level) • Unknown EOC math or science test (student did not mark which test was taken) For the grade, sum of all the raw scores for valid tests, divided by the number of students with valid scores, divided by the number of questions on the test, multiplied by 100, and rounded to the nearest whole number [{(Σ Raw scores / # of Valid scores) / Total questions} * 100, rounded to nearest whole number]. For the grade, number of students’ scores at each performance level. For the grade, percent of students’ scores at each performance level. One of five ranges of scale scores: advanced, proficient, basic, below basic, or far below basic. The target is for all students to score proficient or advanced. Note: Scores for students tested with modifications are counted in the far below basic level for aggregate reporting and accountability purposes only.

Table II.3 STAR Student Master List Summary: End-of-Course Descriptions

Part II Report Descriptions | Chapter II.2 Summary Reports

Scale Score Standard Deviation

Reporting Clusters

Number Possible

Mean Percent Correct

12.

13.

14.

15.

August 2008

Mean Scale Score

11.

© 2008 by the California Department of Education

2008 STAR Post-Test Guide œ 35

For the grade, average of the valid scale scores for the group of students [(Sum of valid scale scores / Number valid scale scores)]. (The scale score is a value from 150 to 600, with 350 as the lowest score for a proficient performance level.) SD of the scale scores for a group of students. The scale score SD indicates how far away scale scores are from the scale score mean. About 68% of the scores will be plus or minus one standard deviation from the mean. About 95% of the scores will be within plus or minus two standard deviations from the mean. Names of reporting clusters. These vary by subject. For the reporting cluster, number of questions. For the reporting cluster, mean percent correct.

Part II Report Descriptions | Chapter II.2 Summary Reports

36 œ 2008 STAR Post-Test Guide

EOC Algebra I

© 2008 by the California Department of Education

End-of-Course Student Master List Summary Samples

Part II Report Descriptions | Chapter II.2 Summary Reports

August 2008

August 2008

EOC Biology

© 2008 by the California Department of Education

2008 STAR Post-Test Guide œ 37

Part II Report Descriptions | Chapter II.2 Summary Reports

Part II Report Descriptions | Chapter II.2 Summary Reports

STAR Subgroup Summary Purpose

Format

Action

Focus

To allow schools and school districts to look at results based on the following demographics: disability status, economic status, gender, English proficiency, and primary ethnicity and by ethnicity for economic status, as required by Section 60643(a), (6), (7), and (8) of the California Education Code. The report is sorted by subgroup in this order: All Students, Disability Status, Economic Status, Gender, English Proficiency, Primary Ethnicity, and Ethnicity for Economic Status (which is described in the next section starting on page 60). Note: CAPA statistics on Disability Status are listed with specific disabilities. Districts or schools should review to determine differences in scores between and among subgroups. ▪ Overall performance levels broken down by specific demographics at the individual school and district levels for: - CSTs - CAPA ELA and Mathematics - CAT/6 Survey (grades 3 and 7 only) ▪ Overall percent correct broken down by specific demographics at the individual school and district levels for: - CAPA Science - CMA (grades 3–5 only) - STS (grades 2–7 only)

38 œ 2008 STAR Post-Test Guide

August 2008 © 2008 by the California Department of Education

August 2008

1. STAR test name

2. Total Tested

© 2008 by the California Department of Education

2008 STAR Post-Test Guide œ 39

12. Percent (%) Correct

11. Percent (%)

10. Number (#)

9. Performance Levels

8. Scale Score Standard Deviation 6. Number Tested With Scores

4. Number Valid Scores

5. Percent Valid Scores 7. Mean Scale Score 3. Percent Tested in Subgroup

Explanation of Grade Four Subgroup Summary Sample

Part II Report Descriptions | Chapter II.2 Summary Reports

Total Tested

Percent Tested in Subgroup

Number Valid Scores

Percent Valid Scores

Number Tested with Scores

Mean Scale Score

2..

3..

4..

5..

6..

7..

40 œ 2008 STAR Post-Test Guide

STAR test name

1..

© 2008 by the California Department of Education

August 2008

Name of the STAR test for which the results are reported. For the subgroup and subject, number of students by grade and school who responded to any questions on the test or whose answer documents were marked to indicate that the student tested but marked no answers. For the subgroup and subject, number of students tested in the subgroup, divided by the total number of students tested, multiplied by 100, and rounded to the nearest whole number [(Number tested / Number enrolled) * 100, rounded to nearest whole number]. For the subgroup and subject, number of students tested at grade level who received a score for the test (that is, a scale score or percent correct). As applied to the CSTs, CMA, CAT/6 Survey, CAPA, and STS for aggregate reporting and accountability purposes, this number does not include: • Incomplete tests • Tests taken with modifications • Students who took the STS who are non-English learners • Students with inconsistent grades (test did not match student’s grade level) • Unknown EOC math or science test (student did not mark which test was taken) For the subgroup and subject, number of valid scores, divided by the number of students tested, multiplied by 100, and rounded to the nearest whole number [(Number valid scores / Number tested) * 100, rounded to nearest whole number]. For the subgroup and subject, number of students whose testing resulted in scores. Number includes students who tested with modifications but does not include: • Incomplete tests • Students with inconsistent grades (test did not match student’s grade level) • Students who took the STS who are non-English learners • Unknown EOC math or science test (student did not mark which test was taken) For the subgroup and subject, average of the valid scale scores for the group of students [(Sum of valid scale scores / Number of valid scale scores)]. The scale score for the CSTs is a value from 150 to 600, with 350 as the lowest score for the proficient performance level. The scale score for the CAPA is a value of 15 to 60, with 35 as the lowest score for the proficient performance level. For the CAT/6 Survey the scale score is a value of 1 to 999. Does not apply to CMA, CAPA Science, or STS. A subgroup summary that includes grades 5, 8, or 10 has the column heading “Mean SS or % Correct.” CAPA Science has no mean scale score in 2008, only percent correct.

Table II.4 STAR Subgroup Summary Descriptions

Part II Report Descriptions | Chapter II.2 Summary Reports

Percent (%)

Percent (%) Correct

11..

12..

August 2008

Number (#)

Performance Levels

9..

10..

Scale Score Standard Deviation

8..

© 2008 by the California Department of Education

2008 STAR Post-Test Guide œ 41

SD of the scale scores for a group of students. The scale score SD indicates how far away scale scores are from the scale score mean. About 68% of the scores will be plus or minus one standard deviation from the mean. About 95% of the scores will be within plus or minus two standard deviations from the mean. Applies to all CSTs and to CAPA ELA and Mathematics only. One of five ranges of scale scores: advanced, proficient, basic, below basic, or far below basic. The target is for all students to score proficient or advanced. Applies to all CSTs and to CAPA ELA and Mathematics only. Note: Scores for students tested with modifications are counted in the far below basic level for aggregate reporting and accountability purposes. For the grade, number of student scores at each performance level. For the grade, percent of student scores at each performance level. For the CMA and STS subgroups and subjects and for CAPA Science subgroups, the average percent correct of all students in the subgroup for that subject. Does not apply to the CST, CAT/6 Survey, or CAPA ELA and Mathematics.

Part II Report Descriptions | Chapter II.2 Summary Reports

42 œ 2008 STAR Post-Test Guide

Grade Four

Subgroup Summary Sample

Part II Report Descriptions | Chapter II.2 Summary Reports

© 2008 by the California Department of Education

August 2008

August 2008

CMA Students with Unknown Disability Status

CMA Students with No Reported Disabilities CMA Students with Disabilities

CST Students with Unknown Disability Status

CST Students with No Reported Disabilities CST Students with Disabilities

• Speech/language impairment • Traumatic brain injury • Visual impairment

© 2008 by the California Department of Education

2008 STAR Post-Test Guide œ 43

In the Pre-ID file or on the answer document, the Primary Disability was coded 000. In the Pre-ID file or on the answer document, the Primary Disability field contained a valid Primary Disability code. In the Pre-ID file or on the answer document, the Primary Disability code was blank or multiple responses were given or an invalid Primary Disability code was marked. In the Pre-ID file or on the answer document, the Primary Disability was coded 000. In the Pre-ID file or on the answer document, the Primary Disability field contained a valid Primary Disability code. In the Pre-ID file or on the answer document, the Primary Disability code was blank or multiple responses were given or an invalid Primary Disability code was marked.

• Orthopedic impairment • Other health impairment • Specific learning disability

Number of students with any answer on CST questions Number of students with any answer on CMA questions Number of students with any answer on CAT/6 Survey questions Number of students with CAPA Level I answer documents Number of students with CAPA Level II answer documents Number of students with CAPA Level III answer documents Number of students with CAPA Level IV answer documents Number of students with CAPA Level V answer documents Number of students with any answer on STS questions

DESCRIPTIONS OF SUBGROUPS DESCRIPTION

Table II.5 Descriptions of Subgroups

Disability Status See Table II.6 on page 57 for descriptions of primary disability codes. • Autism • Hard of hearing • Deafness • Mental retardation • Deaf-blindness • Multiple disabilities • Emotional disturbance

CSTs All Students CMA All Students CAT/6 All Students CAPA Level I Students CAPA Level II Students CAPA Level III Students CAPA Level IV Students CAPA Level V Students STS All Students

All Students

SUBGROUP

Descriptions of Subgroups

Part II Report Descriptions | Chapter II.2 Summary Reports

44 œ 2008 STAR Post-Test Guide

August 2008

The National School Lunch Program (NSLP) field was coded NO on the answer document or in the Pre-ID file, indicating that the student was not participating in free or reduced-price lunch program or the Parent Education Level was graduate school, college graduate, some college, high school graduate, or declined to state. The NSLP field was coded YES on the answer document or in the Pre-ID file, indicating that the student was participating in free or reduced-price lunch program or Parent Education Level was not a high school graduate. On the answer document, the NSLP field was either left blank or was marked as both YES and NO and Parent Education Level was other than not a high school graduate; or In the Pre-ID file, the NSLP field was left blank or contained an invalid code. The NSLP field was coded NO on the answer document or in the Pre-ID file, indicating that the student was not participating in free or reduced-price lunch program or the Parent Education Level was graduate school, college graduate, some college, high school graduate, or declined to state.

In the Pre-ID file or on the answer document, Primary Disability was coded 000. In the Pre-ID file or on the answer document, the Primary Disability field contained a valid Primary Disability code. In the Pre-ID file or on the answer document, Primary Disability was blank or multiple responses were given or an invalid Primary Disability Code was marked. In the Pre-ID file or on the answer document, the Primary Disability field contained a valid Primary Disability code. In the Pre-ID file or on the answer document, the Primary Disability was coded 000. In the Pre-ID file or on the answer document, the Primary Disability field contained a valid Primary Disability code. In the Pre-ID file or on the answer document, the Primary Disability code was blank or multiple responses were given or an invalid primary disability code was marked.

DESCRIPTIONS OF SUBGROUPS DESCRIPTION

© 2008 by the California Department of Education

CMA Students Not Economically Disadvantaged

CST Students with Unknown Economic Status

CST Students Economically Disadvantaged

CST Students Not Economically Disadvantaged

Economic Status

STS Students with Unknown Disability Status

CAPA (by CAPA for each level and specific disability as listed in Table II.6 on page 57) STS Students with No Reported Disabilities STS Students with Disabilities

CAT/6 Students with Unknown Disability Status

CAT/6 Students with No Reported Disabilities CAT/6 Students with Disability

SUBGROUP

Part II Report Descriptions | Chapter II.2 Summary Reports

August 2008

CAPA Students (by CAPA Level) Economically Disadvantaged

2008 STAR Post-Test Guide œ 45

The NSLP field was coded YES on the answer document or in the Pre-ID file, indicating that the student was participating in free or reduced-price lunch program or Parent Education Level was not a high school graduate. On the answer document, the NSLP field was either left blank or was marked as both YES and NO and Parent Education Level was other than not a high school graduate; or In the Pre-ID file, the NSLP field was left blank or contained an invalid code. The NSLP field was coded NO on the answer document or in the Pre-ID file, indicating that the student was not participating in free or reduced-price lunch program or the Parent Education Level was graduate school, college graduate, some college, high school graduate, or declined to state. The NSLP field was coded YES on the answer document or in the Pre-ID file, indicating that the student was participating in free or reduced-price lunch program or Parent Education Level was not a high school graduate. On the answer document, the NSLP field was either left blank or was marked as both YES and NO and Parent Education Level was other than not a high school graduate; or In the Pre-ID file, the NSLP field was left blank or contained an invalid code. The NSLP field was coded NO on the answer document or in the Pre-ID file, indicating that the student was not participating in free or reduced-price lunch program or the Parent Education Level was graduate school, college graduate, some college, high school graduate, or declined to state. The NSLP field was coded YES on the answer document or in the Pre-ID file, indicating that the student was participating in free or reduced-price lunch program or Parent Education Level was not a high school graduate.

© 2008 by the California Department of Education

CAPA Students (by CAPA Level) Not Economically Disadvantaged

CAT/6 Students with Unknown Economic Status

CAT/6 Students Economically Disadvantaged

CAT/6 Students Not Economically Disadvantaged

CMA Students with Unknown Economic Status

CMA Students Economically Disadvantaged

SUBGROUP

DESCRIPTIONS OF SUBGROUPS DESCRIPTION

Part II Report Descriptions | Chapter II.2 Summary Reports

46 œ 2008 STAR Post-Test Guide

CMA Male Students CMA Female Students CMA Students with Unknown Gender

CST Male Students CST Female Students CST Students with Unknown Gender

Gender

STS Students with Unknown Economic Status

STS Students Economically Disadvantaged

STS Students Not Economically Disadvantaged

August 2008

The Gender field was coded Male on the answer document or in the Pre-ID file. The Gender field was coded Female on the answer document or in the Pre-ID file. On the answer document, the Gender field was either left blank or was marked as both Male and Female; or In the Pre-ID file, the Gender field was left blank or contained an invalid code. The Gender field was coded Male on the answer document or in the Pre-ID file. The Gender field was coded Female on the answer document or in the Pre-ID file. On the answer document, the Gender field was either left blank or was marked as both Male and Female; or In the Pre-ID file, the Gender field was left blank or contained an invalid code.

On the answer document, the NSLP field was either left blank or was marked as both YES and NO and Parent Education Level was other than not a high school graduate; or In the Pre-ID file, the NSLP field was left blank or contained an invalid code. The NSLP field was coded NO on the answer document or in the Pre-ID file, indicating that the student was not participating in free or reduced-price lunch program or the Parent Education Level was graduate school, college graduate, some college, high school graduate, or declined to state. The NSLP field was coded YES on the answer document or in the Pre-ID file, indicating that the student was participating in free or reduced-price lunch program or Parent Education Level was not a high school graduate. On the answer document, the NSLP field was either left blank or was marked as both YES and NO and Parent Education Level was other than not a high school graduate; or In the Pre-ID file, the NSLP field was left blank or contained an invalid code.

DESCRIPTIONS OF SUBGROUPS DESCRIPTION

© 2008 by the California Department of Education

CAPA Students (by CAPA Level) with Unknown Economic Status

SUBGROUP

Part II Report Descriptions | Chapter II.2 Summary Reports

August 2008

CST English Learner

CST English Only and Fluent English Proficient

English Proficiency

STS Students with Unknown Gender

STS Female Students

STS Male Students

2008 STAR Post-Test Guide œ 47

On the answer document, the student’s English Proficiency field was marked English Only, Initially Fluent English Proficient (I-FEP), or Reclassified Fluent English Proficient (R-FEP); or In the Pre-ID file, 1, 2, or 4 was entered in the student’s English Proficiency field. On the answer document, the Student’s English Proficiency field was marked English Learner; or In the Pre-ID file, 3 was entered in the Student’s English Proficiency field.

The Gender field was coded Male on the answer document or in the Pre-ID file. The Gender field was coded Female on the answer document or in the Pre-ID file. On the answer document, the Gender field was either left blank or was marked as both Male and Female; or In the Pre-ID file, the Gender field was left blank or contained an invalid code. The Gender field was coded Male on the answer document or in the Pre-ID file. The Gender field was coded Female on the answer document or in the Pre-ID file. On the answer document, the Gender field was either left blank or was marked as both Male and Female; or In the Pre-ID file, the Gender field was left blank or contained an invalid code. The Género field was marked Masculino on the answer document or Male in the Pre-ID file. The Género field was marked Femenino on the answer document or Female in the Pre-ID file. On the answer document, the Género field was either left blank or was marked as both Masculino and Femenino; or In the Pre-ID file, the Gender field was left blank or contained an invalid code.

© 2008 by the California Department of Education

CAPA Male Students (by CAPA Level) CAPA Female Students (by CAPA Level) CAPA Students with Unknown Gender (by CAPA Level)

CAT/6 Survey Male Students CAT/6 Survey Female Students CAT/6 Survey Students with Unknown Gender

SUBGROUP

DESCRIPTIONS OF SUBGROUPS DESCRIPTION

Part II Report Descriptions | Chapter II.2 Summary Reports

48 œ 2008 STAR Post-Test Guide

CMA English Learner

August 2008

On the answer document, the Student’s English Proficiency field was marked English Learner; and English Learner (EL) in U.S. Schools less than 12 months was also marked; or In the Pre-ID file, the student’s English Proficiency field had a 3 and English Learner (EL) in U.S. Schools less than 12 months had a Y. On the answer document, the Student’s English Proficiency field was marked English Learner; and English Learner (EL) in U.S. Schools less than 12 months was left blank; or In the Pre-ID file, the Student’s English Proficiency field had a 3 and English Learner (EL) in U.S. Schools less than 12 months was blank. On the answer document, the Student’s English Proficiency field was left blank or multiple responses were given; or In the Pre-ID file, the Student’s English Proficiency field was blank or contained an invalid code. On the answer document, the student’s English Proficiency field was marked English Only, Initially Fluent English Proficient (I-FEP), or Reclassified Fluent English Proficient (R-FEP); or In the Pre-ID file, 1, 2, or 4 was entered in the student’s English Proficiency field. On the answer document, the Student’s English Proficiency field was marked English Learner; or In the Pre-ID file, 3 was entered in the Student’s English Proficiency field.

DESCRIPTIONS OF SUBGROUPS DESCRIPTION

© 2008 by the California Department of Education

CMA English Only and Fluent English Proficient

CST Students with Unknown Fluency

CST English Learner 12 Months or More

CST English Learner Less Than 12 Months

SUBGROUP

Part II Report Descriptions | Chapter II.2 Summary Reports

August 2008

CAT/6 Survey English Learner

CAT/6 Survey English Only and Fluent-English Proficient

CMA Students with Unknown Fluency

CMA English Learner 12 Months or More

CMA English Learner Less Than 12 Months

SUBGROUP

© 2008 by the California Department of Education

2008 STAR Post-Test Guide œ 49

On the answer document, the Student’s English Proficiency field was marked English Learner; and English Learner (EL) in U.S. Schools less than 12 months was also marked; or In the Pre-ID file, the student’s English Proficiency field had a 3 and English Learner (EL) in U.S. Schools less than 12 months had a Y. On the answer document, the Student’s English Proficiency field was marked English Learner; and English Learner (EL) in U.S. Schools less than 12 months was left blank; or In the Pre-ID file, the Student’s English Proficiency field had a 3 and English Learner (EL) in U.S. Schools less than 12 months was blank. On the answer document, the Student’s English Proficiency field was left blank or multiple responses were given; or In the Pre-ID file, the Student’s English Proficiency field was blank or contained an invalid code. On the answer document, the Student’s English Proficiency field was marked English Only, Initially Fluent English Proficient (I-FEP), or Reclassified Fluent English Proficient (R-FEP); or In the Pre-ID file, 1, 2, or 4 was entered in the Student’s English Proficiency field. On the answer document, the Student’s English Proficiency field was marked English Learner; or In the Pre-ID file, 3 was entered in the Student’s English Proficiency field.

DESCRIPTIONS OF SUBGROUPS DESCRIPTION

Part II Report Descriptions | Chapter II.2 Summary Reports

50 œ 2008 STAR Post-Test Guide

CAPA (by CAPA Level) English Learner

August 2008

On the answer document, the Student’s English Proficiency field was marked English Learner; and English Learner (EL) in U.S. Schools less than 12 months was also marked; or In the Pre-ID file, the Student’s English Proficiency field had a 3 and English Learner (EL) in U.S. Schools less than 12 months had a Y. On the answer document, the Student’s English Proficiency field was marked English Learner; and English Learner (EL) in U.S. Schools less than 12 months was left blank; or In the Pre-ID file, the Student’s English Proficiency field had a 3 and English Learner (EL) in U.S. Schools less than 12 months was blank. On the answer document, the Student’s English Proficiency field was left blank or multiple responses were given; or In the Pre-ID file, the Student’s English Proficiency field was blank or contained an invalid code. On the answer document, the Student’s English Proficiency field was marked English Only, Initially Fluent English Proficient (I-FEP), or Reclassified Fluent English Proficient (R-FEP); or In the Pre-ID file, 1, 2, or 4 was entered in the Student’s English Proficiency field. On the answer document, the Student’s English Proficiency field was marked English Learner; or In the Pre-ID file, 3 was entered in the Student’s English Proficiency field.

DESCRIPTIONS OF SUBGROUPS DESCRIPTION

© 2008 by the California Department of Education

CAPA (by CAPA Level) English Only and FluentEnglish Proficient

CAT/6 Students with Unknown Fluency

CAT/6 Survey English Learner 12 Months or More

CAT/6 Survey English Learner Less Than 12 Months

SUBGROUP

Part II Report Descriptions | Chapter II.2 Summary Reports

August 2008

STS English Learner Less Than 12 Months

STS English Learner

2008 STAR Post-Test Guide œ 51

On the answer document, the Student’s English Proficiency field was marked English Learner; and English Learner (EL) in U.S. Schools less than 12 months was also marked; or In the Pre-ID file, the Student’s English Proficiency field had a 3 and English Learner (EL) in U.S. Schools less than 12 months had a Y. On the answer document, the Student’s English Proficiency field was marked English Learner; and English Learner (EL) in U.S. Schools less than 12 months was left blank; or In the Pre-ID file, the Student’s English Proficiency field had a 3 and English Learner (EL) in U.S. Schools less than 12 months was blank. On the answer document, the Student’s English Proficiency field was left blank or multiple responses were given; or In the Pre-ID file, the Student’s English Proficiency field was blank or contained an invalid code. On the answer document, the Student’s English Proficiency field was marked English Learner; or In the Pre-ID file, 3 was entered in the Student’s English Proficiency field. On the answer document, the Student’s English Proficiency field was marked English Learner; and English Learner (EL) in U.S. Schools less than 12 months was also marked; or In the Pre-ID file, the student’s English Proficiency field had a 3 and English Learner (EL) in U.S. Schools less than 12 months had a Y.

© 2008 by the California Department of Education

CAPA Students (by CAPA Level) with Unknown Fluency

CAPA (by CAPA Level) English Learner 12 Months or More

CAPA (by CAPA Level) English Learner Less Than 12 Months

SUBGROUP

DESCRIPTIONS OF SUBGROUPS DESCRIPTION

Part II Report Descriptions | Chapter II.2 Summary Reports

52 œ 2008 STAR Post-Test Guide

August 2008

On the answer document, the Primary Ethnicity field was marked with one of the following responses: • Black or African American • American Indian or Alaska Native • Asian (Chinese, Japanese, Korean, Vietnamese, Asian Indian, Laotian, Cambodian, Other Asian) • Filipino • Hispanic or Latino • Native Hawaiian or Pacific Islander (Hawaiian, Guamanian, Samoan, Tahitian, Other Pacific Islander) • White or In the Pre-ID file, 100, 201, 202, 203, 204, 205, 206, 207, 299, 301, 302, 303, 304, 399, 400, 500, 600, or 700 was entered in the student’s Primary Ethnicity field. On the answer document, the Primary Ethnicity field was marked Declined to State; or 999 was entered in the student’s Primary Ethnicity field.

On the answer document, the Student’s English Proficiency field was marked English Learner; and English Learner (EL) in U.S. Schools less than 12 months was left blank; or In the Pre-ID file, the Student’s English Proficiency field had a 3 and English Learner (EL) in U.S. Schools less than 12 months was blank. On the answer document, the Student’s English Proficiency field was left blank or multiple responses were given; or In the Pre-ID file, the Student’s English Proficiency field was blank or contained an invalid code.

DESCRIPTIONS OF SUBGROUPS DESCRIPTION

© 2008 by the California Department of Education

CST Students Declined to State Primary Ethnicity

CST Students Primary Ethnicity

Primary Ethnicity

STS Students with Unknown Fluency

STS English Learner 12 Months or More

SUBGROUP

Part II Report Descriptions | Chapter II.2 Summary Reports

August 2008

CMA Students Unknown Primary Ethnicity

2008 STAR Post-Test Guide œ 53

On the answer document, the Primary Ethnicity field was left blank or multiple responses were given; or In the Pre-ID file, the Primary Ethnicity field was blank or contained an invalid code. On the answer document, the Primary Ethnicity field was marked with one of the following responses: • Black or African American • American Indian or Alaska Native • Asian (Chinese, Japanese, Korean, Vietnamese, Asian Indian, Laotian, Cambodian, Other Asian) • Filipino • Hispanic or Latino • Native Hawaiian or Pacific Islander (Hawaiian, Guamanian, Samoan, Tahitian, Other Pacific Islander) • White or In the Pre-ID file, 100, 201, 202, 203, 204, 205, 206, 207, 299, 301, 302, 303, 304, 399, 400, 500, 600, or 700 was entered in the student’s Primary Ethnicity field. On the answer document, the Primary Ethnicity field was marked Declined to State; or 999 was entered in the student’s Primary Ethnicity field. On the answer document, the Primary Ethnicity field was left blank or multiple responses were given; or In the Pre-ID file, the Primary Ethnicity field was blank or contained an invalid code.

© 2008 by the California Department of Education

CMA Students Declined to State Primary Ethnicity

CMA Students Primary Ethnicity

CST Students Unknown Primary Ethnicity

SUBGROUP

DESCRIPTIONS OF SUBGROUPS DESCRIPTION

Part II Report Descriptions | Chapter II.2 Summary Reports

54 œ 2008 STAR Post-Test Guide

CAT/6 Students Unknown Primary Ethnicity

August 2008

On the answer document, the Primary Ethnicity field was marked with one of the following responses: • Black or African American • American Indian or Alaska Native • Asian (Chinese, Japanese, Korean, Vietnamese, Asian Indian, Laotian, Cambodian, Other Asian) • Filipino • Hispanic or Latino • Native Hawaiian or Pacific Islander (Hawaiian, Guamanian, Samoan, Tahitian, Other Pacific Islander) • White or In the Pre-ID file, 100, 201, 202, 203, 204, 205, 206, 207, 299, 301, 302, 303, 304, 399, 400, 500, 600, or 700 was entered in the student’s Primary Ethnicity field. On the answer document, the Primary Ethnicity field was marked Declined to State; or 999 was entered in the student’s Primary Ethnicity field. On the answer document, the Primary Ethnicity field was left blank or multiple responses were given; or In the Pre-ID file, the Primary Ethnicity field was blank or contained an invalid code.

DESCRIPTIONS OF SUBGROUPS DESCRIPTION

© 2008 by the California Department of Education

CAT/6 Students Declined to State Primary Ethnicity

CAT/6 Students Primary Ethnicity

SUBGROUP

Part II Report Descriptions | Chapter II.2 Summary Reports

August 2008

CAPA Students Unknown Primary Ethnicity

2008 STAR Post-Test Guide œ 55

On the answer document, the Primary Ethnicity field was marked with one of the following responses: • Black or African American • American Indian or Alaska Native • Asian (Chinese, Japanese, Korean, Vietnamese, Asian Indian, Laotian, Cambodian, Other Asian) • Filipino • Hispanic or Latino • Native Hawaiian or Pacific Islander (Hawaiian, Guamanian, Samoan, Tahitian, Other Pacific Islander) • White or In the Pre-ID file, 100, 201, 202, 203, 204, 205, 206, 207, 299, 301, 302, 303, 304, 399, 400, 500, 600, or 700 was entered in the student’s Primary Ethnicity field. On the answer document, the Primary Ethnicity field was marked Declined to State; or 999 was entered in the student’s Primary Ethnicity field. On the answer document, the Primary Ethnicity field was left blank or multiple responses were given; or In the Pre-ID file, the Primary Ethnicity field was blank or contained an invalid code.

© 2008 by the California Department of Education

CAPA Students Declined to State Primary Ethnicity

CAPA Students Primary Ethnicity

SUBGROUP

DESCRIPTIONS OF SUBGROUPS DESCRIPTION

Part II Report Descriptions | Chapter II.2 Summary Reports

56 œ 2008 STAR Post-Test Guide

STS Students Unknown Primary Ethnicity

August 2008

On the answer document, the Identidad étnica field was marked with one of the following responses: • africano americano • indio de América, nativo de Alaska: • asiático (chino, japonés, coreano, vietnamita, indio asiático, laosiano, camboyano, otro asiático) • filipino • hispano o latino • nativo hawaiano o isleño del pacífico (nativo hawaiano, nativo de Guam, samoano, tahitiano, otro isleño del pacífico) • blanco or In the Pre-ID file, 100, 201, 202, 203, 204, 205, 206, 207, 299, 301, 302, 303, 304, 399, 400, 500, 600, or 700 was entered in the student’s Primary Ethnicity field. On the answer document, the Identidad étnica field was marked Decidió no responder; or In the Pre-ID file, 999 was entered in the student’s Primary Ethnicity field. On the answer document, the Identidad étnica field was left blank or multiple responses were given; or In the Pre-ID file, the Primary Ethnicity field was blank or contained an invalid code.

DESCRIPTIONS OF SUBGROUPS DESCRIPTION

© 2008 by the California Department of Education

STS Students Declined to State Primary Ethnicity

STS Students Primary Ethnicity

SUBGROUP

Part II Report Descriptions | Chapter II.2 Summary Reports

Mental Retardation (MR)

Hard of Hearing (HH)

Deafness (DEAF)

Speech or Language Impairment

Visual Impairment (VI)

Emotional Disturbance (ED)

210

220

230

240

250

260

August 2008

Disability

Code

© 2008 by the California Department of Education

2008 STAR Post-Test Guide œ 57

Mental Retardation means significantly subaverage general intellectual functioning existing concurrently with deficits in adaptive behavior, and manifested during the developmental period, which adversely affects a child’s educational performance. Hard of Hearing means a hearing impairment, whether permanent or fluctuating, that adversely affects a child’s educational performance but is not included under the definition of “deaf” in this section. Deafness means a hearing impairment that is so severe that the child is impaired in processing linguistic information through learning, with or without amplification, which adversely affects educational performance. Speech and Language Impairment means a communication disorder such as stuttering, impaired articulation, language impairment, or a voice impairment, which adversely affects a child’s educational performance. Visually Impaired means a visual impairment that, even with correction, adversely affects a child’s educational performance. The term includes both partially seeing and blind children. Emotional Disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects educational performance: A. An inability to learn that cannot be explained by intellectual, sensory, or health factors; B. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers; C. Inappropriate types of behavior or feelings under normal circumstances; D. A general pervasive mood of unhappiness or depression; or E. A tendency to develop physical symptoms or fears associated with personal or school problems. The term “ED” includes children who are schizophrenic. The term does not include children who are socially maladjusted unless it is determined that they exhibit one or more of the characteristics listed above.

Definition

Table II.6 Primary Disability Codes for Spring 2008 Administration

Part II Report Descriptions | Chapter II.2 Summary Reports

Orthopedic Impairment (OI)

Other Health Impairment (OHI)

Specific Learning Disability (SLD)

Deaf-Blindness (DB)

Multiple Disabilities (MD)

Autism (AUT)

270

280

290

300

310

320

58 œ 2008 STAR Post-Test Guide

Disability

Code

Part II Report Descriptions | Chapter II.2 Summary Reports

© 2008 by the California Department of Education

August 2008

Orthopedic Impairment means a severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairments caused by congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns which cause contractures). Other Health Impairment (OHI) means having limited strength, vitality or alertness due to chronic or acute health problems such as a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, or diabetes, which adversely affects a child’s educational performance. Specific Learning Disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. The term includes such conditions as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include children who have learning problems that are primarily the result of visual, hearing, or motor handicaps; mental retardation; emotional disturbance; or environmental, cultural, or economic disadvantage. Deaf-Blindness means concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational problems that they cannot be accommodated in special education programs solely for deaf or blind children. Multiple Disabilities means concomitant impairments (such as mental retardation, blindness, orthopedic impairment, etc.), the combination of which causes such severe educational problems that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf-blind children. Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects educational performance. Characteristics of autism include: irregularities and impairments in communication; engagement in repetitive activities and stereotyped movements; resistance to environmental change or change in daily routines; and unusual responses to sensory experiences. The term does not include children with characteristics of the disability serious emotional disturbance (SED). If a child manifests characteristics of the disability category “autism” after age three, that child still could be diagnosed as having “autism” if the criteria in the above paragraph are satisfied.

Definition

Traumatic Brain Injury (TBI)

330

August 2008

Disability

Code

© 2008 by the California Department of Education

2008 STAR Post-Test Guide œ 59

Traumatic Brain Injury means an injury to the brain caused by an external physical force or by an internal occurrence such as stroke or aneurysm, resulting in total or partial functional disability or psychosocial maladjustment that adversely affects educational performance. The term includes open or closed head injuries resulting in mild, moderate, or severe impairments in one or more areas, including cognition, language memory, attention, reasoning, abstract thinking, judgment, problem solving, sensory, perceptual and motor abilities, psychosocial behavior, physical functions, information processing, and speech. The term does not include brain injuries that are congenital or degenerative or brain injuries induced by birth trauma.

Definition

Part II Report Descriptions | Chapter II.2 Summary Reports

Part II Report Descriptions | Chapter II.2 Summary Reports

STAR Ethnicity for Economic Status Subgroup Summary

Purpose

Format Action Focus

Beginning in 2008, the Ethnicity for Economic Status Summary reports will be available. These reports allow schools and school districts to look at results based on cross-referencing each primary ethnicity with each possible economic status are available for the CST and CAPA, in addition to the typical STAR Subgroup Summary reports. These reports provide information on students in all grades by economic status and ethnicity. The performance data are based on STAR test results for the CST and CAPA. Summary reports for the CMA will be added in 2009 when performance levels are reported. Ethnicities are as follows: • Black or African American • American Indian or Alaska Native • Asian (Chinese, Japanese, Korean, Vietnamese, Asian Indian, Laotian, Cambodian, Other Asian) • Filipino • Hispanic or Latino • Native Hawaiian or Pacific Islander (Hawaiian, Guamanian, Samoan, Tahitian, Other Pacific Islander) • White • Declined to State • Unknown Economic statuses are: • Not economically disadvantaged (NSLP field coded NO or the Parent Education Level was graduate school, college graduate, some college, high school graduate, or declined to state) • Economically disadvantaged (NSLP field coded YES or the Parent Education Level was not a high school graduate) • Unknown Economic Status (NSLP field left blank or marked as both YES and NO and the Parent Education Level was other than not a high school graduate) Results are reported for the CSTs for all subjects and for CAPA ELA and Mathematics only. The report is sorted by subgroup Economic Status. Districts or schools should review to determine differences in scores between and among subgroups. Overall performance levels broken down by specific demographics at the individual school and district levels for the CSTs and CAPA.

60 œ 2008 STAR Post-Test Guide

August 2008 © 2008 by the California Department of Education

August 2008

1. STAR test name

2. Total Tested

7. Mean Scale Score

© 2008 by the California Department of Education

11. Percent (%)

2008 STAR Post-Test Guide œ 61

10. Number (#)

9. Performance Levels

8. Scale Score Standard Deviation 6. Number Tested With Scores

4. Number Valid Scores

3. Percent Tested in Subgroup

5. Percent Valid Scores

Explanation of Grade Six Ethnicity for Economic Status Subgroup Summary Sample

Part II Report Descriptions | Chapter II.2 Summary Reports

Total Tested

Percent Tested in Subgroup

Number Valid Scores

Percent Valid Scores

Number Tested with Scores

Mean Scale Score

Scale Score Standard Deviation

2..

3..

4..

5..

6..

7..

8..

62 œ 2008 STAR Post-Test Guide

STAR test name

1..

© 2008 by the California Department of Education

August 2008

Name of the STAR test for which the results are reported. For the subgroup and subject, number of students, by grade and school, who responded to any questions on the test or whose answer documents were marked to indicate that student tested but marked no answers. For the subgroup and subject, number of students in the subgroup who took this test, divided by the total number of students in this subgroup who took any test, multiplied by 100, and rounded to the nearest whole number [(Number tested / Number enrolled) * 100, rounded to nearest whole number]. For the subgroup and subject, number of students tested at grade level who received a score for the test (that is, a scale score or percent correct). As applied to the CSTs, for aggregate reporting and accountability purposes, this number does not include: • Incomplete tests • Tests taken with modifications • Students with inconsistent grades (test did not match student’s grade level) • Unknown EOC math or science test (student did not mark which test was taken) For the subgroup and subject, number of valid scores, divided by the number of students tested, multiplied by 100, and rounded to the nearest whole number [(Number valid scores / Number tested) * 100, rounded to nearest whole number]. For the subgroup and subject, number of students whose testing resulted in scores. Number includes students who tested with modifications but does not include: • Incomplete tests • Students with inconsistent grades (test did not match student’s grade level) • Students who took the STS who are non-English learners • Unknown EOC math or science test (student did not mark which test was taken) For the subgroup and subject, average of the valid scale scores for the group of students [(Sum of valid scale scores / Number of valid scale scores)]. The scale score for the CSTs is a value from 150 to 600, with 350 as the lowest score for the proficient performance level. The scale score for CAPA ELA and Mathematics is a value of 15 to 60, with 35 as the lowest score for the proficient performance level. SD of the scale scores for a group of students. The scale score SD indicates how far away scale scores are from the scale score mean. About 68% of the scores will be plus or minus one standard deviation from the mean. About 95% of the scores will be within plus or minus two standard deviations from the mean.

Table II.7 STAR Ethnicity for Economic Status Subgroup Summary Descriptions

Part II Report Descriptions | Chapter II.2 Summary Reports

Percent (%)

11..

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Number (#)

10..

© 2008 by the California Department of Education

2008 STAR Post-Test Guide œ 63

target is for all students to score proficient or advanced. Note: Scores for students tested with modifications are counted in the far below basic level for aggregate reporting and accountability purposes. For the grade, number of student scores at each performance level. For the grade, percent of student scores at each performance level.

Part II Report Descriptions | Chapter II.2 Summary Reports 9.. Performance Levels One of five ranges of scale scores: advanced, proficient, basic, below basic, or far below basic. The

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Grade Six

© 2008 by the California Department of Education

Ethnicity for Economic Status Subgroup Summary Sample

Part II Report Descriptions | Chapter II.2 Summary Reports

August 2008

Part II Report Descriptions | Chapter II.2 Summary Reports

STAR Group Summary: CAT/6 Survey Purpose Format Action Focus

To summarize the Student Master List information for the CAT/6 Survey tests, administered only to students taking the grade 3 and grade 7 tests. Summary of student performance on the tests in the CAT/6 Survey battery. Includes performance within national percentile rank ranges. A graph showing the percentile rank for a hypothetical average student is presented. Test site coordinators and school administrators should review for accuracy and completeness and use these results for reporting schoolwide results to school staff and the public. CAT/6 Survey results for the school or district.

August 2008

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13. National Percentile Rank

1. Number Enrolled

4. Number Valid Scores

© 2008 by the California Department of Education

12. Percent Scoring (Fifths)

August 2008

10. Scale Score Standard Deviation

9. Scale Score Mean

8. Mean NCE

7. National PR-S

6. Number Tested with Scores

5. Percent Valid Scores

11. Percent Scoring (Quartiles)

2. Number Tested

3. Percent Tested

Explanation of Grade Seven Group Summary Sample

Part II Report Descriptions | Chapter II.2 Summary Reports

Percent Tested

Number Valid Scores

Percent Valid Scores

Number Tested with Scores

National Percentile RankStanine (PR-S)

Mean Normal Curve Equivalent (NCE)

Scale Score Mean

3..

4..

5..

6..

7..

8..

9..

August 2008

Scale Score Standard Deviation

Number Tested

2..

10..

Number Enrolled

1..

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For the subject, number of multiple-choice answer documents submitted, minus the number of answer documents marked to indicate that the student enrolled after the first day and was subsequently tested. For the subject, number of students in grade three or grade seven who responded to any questions on the test or whose answer documents were marked to indicate that the student tested but marked no answers. For the subject, number of students tested, divided by the number of students enrolled, multiplied by 100, and rounded to the nearest tenth [(Number tested / Number enrolled) * 100, rounded to nearest tenth]. For the subject, number of students who received a scale score, percentile, stanine, and normal curve equivalent. For aggregate reporting and accountability purposes, this number does not include: • Incomplete tests • Tests taken with modifications • Students with inconsistent grades (test did not match student’s grade level) For the subject, number of valid scores, divided by the number of students tested, multiplied by 100, and rounded to the nearest whole number [(Number valid scores / Number tested) * 100, rounded to nearest whole number]. For the group and subject, number of students whose testing resulted in scores. Number includes students who tested with modifications but does not include: • Incomplete tests • Students with inconsistent grades (test did not match student’s grade level) PR (National Percentile Rank): The percent of scores in the norm group of students in a national sample who tested in the same grade at a comparable time of the school year that fell at or below this student’s score. S (stanine): A standard score ranging from 1 to 9. Stanines of 1, 2, and 3 are considered below average; stanines of 4, 5, and 6 are considered average; and stanines of 7, 8, and 9 are considered above average. Average NCE for all students within the group. This is a value from 1 to 99 that is based on an equal interval scale. For the subject, average of the valid scale scores for the group of students [(Sum of valid scale scores / Number valid scale scores)]. SD of the scale scores for a group of students. The scale score SD indicates how far away scale scores are from the scale score mean. Most scale scores (about 68%) will be within one SD of the mean. Very few scale scores (about 5%) will be more than two SDs away from the mean.

Table II.8 STAR Group Summary: CAT/6 Survey Descriptions

Part II Report Descriptions | Chapter II.2 Summary Reports

National Percentile Rank

13.

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Percent Scoring (Fifths)

12.

© 2008 by the California Department of Education

August 2008

Percent of students scoring at or above the 50th national percentile. Percent of students scoring above the 25th national percentile. For each subject, the percent of student scores that fell within each fifth of the distribution. When percentiles are grouped into five equal categories, they are called fifths. Four quintiles—20th, 40th, 60th, and 80th—divide the scores into the five groups. The percentile ranges from the highest fifth of the distribution to the lowest are: Student scores between the 80th to 99th percentiles Student scores between the 60th to 79th percentiles Student scores between the 40th to 59th percentiles Student scores between the 20th to 39th percentiles Student scores between the 1st to 19th percentiles Graph showing the NPR for Reading, Language, Mathematics, and Spelling.

Part II Report Descriptions | Chapter II.2 Summary Reports 11. Percent Scoring For each subject, the percent of student scores that fell above each quartile. (Quartiles) Percent of students scoring above the 75th national percentile.

August 2008

Grade Seven

Group Summary Sample

© 2008 by the California Department of Education

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Part II Report Descriptions | Chapter II.2 Summary Reports

Part II Report Descriptions | Chapter II.3 Individual Reports

Chapter II.3 Individual Reports STAR Student Record Label Purpose

Format Action Focus

To allow schools to comply with Section 60607(a) of the California Education Code, which requires results for tests within the STAR Program to be a part of the student’s permanent record. Student record labels are printed five per sheet, one label per student per test, regardless of whether the student took the CSTs only, the CMA only, the CSTs and the CMA, or the CSTs/CMA-CAT/6 Survey. A student who took the STS will have two labels, one for the CSTs/CMA-CAT/6 Survey and one for the STS. Schools should affix this label (or labels) to the individual student’s permanent school records. Student’s overall test results.

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Student identification

STAR test name

Test content area

A (accommodation) or M (modification)

2..

3..

4..

5..

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Student CRL Number

2.

5. Accommodation or Modification

4. 5.

12. Percent (%) Correct

10. National Percentile Rank-Stanine

11. National Normal Curve Equivalent

© 2008 by the California Department of Education

2008 STAR Post-Test Guide œ 71

The California Reading List (CRL) Number, which is based on the student’s most recent CST for ELA score and may be used to obtain a list of books that may be appropriate for the student to read on the basis of the student’s test score. Does not apply to the CMA (if the student took the CMA for ELA test), CAPA, or STS. See Appendix I on page 160 for more information on the CRL Number. Information about a student, including grade enrolled, test date, date of birth, school, and district where the test was taken. Name of the STAR test for which the results are reported. Subject of the test taken. A is printed if the student used accommodations during the test, including using extra time during the CAT/6 Survey. M is printed if the student used modifications during the test. M appears if the student used both an accommodation and a modification.

Table II.9 STAR Student Record Label Descriptions

3.

8. Test content area (CAT/6 Survey)

9. Scale Score 7. Performance Level (CAT/6 Survey)

6. Scale Score or Percent (%) Correct

3. STAR test name

4. Test content area

2. Student identification

1..

1. Student CRL Number

CST/CMA, STS

Explanation of Student Record Label Samples

Part II Report Descriptions | Chapter II.3 Individual Reports

Test content area (CAT/6 Survey) Scale Score (CAT/6 Survey)

National Percentile RankStanine

National Normal Curve Equivalent

Percent (%) Correct

8..

10.

11.

12.

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9..

Performance Level

7..

© 2008 by the California Department of Education

August 2008

On the CAT/6 Survey, the scale score is a value from 1 to 999 that is used to derive other scores. PR (Percentile Rank): The percent of scores for the national sample of students who took this test in the same grade at a comparable time during the school year in 2001 that was the same or lower than this student’s score. S (stanine): A standard score ranging from 1 to 9. Stanines of 1, 2, and 3 are considered below average, stanines of 4, 5, and 6 average, and stanines of 7, 8, and 9 above average. A value from 1 to 99 on an equal interval scale. See Appendix F on page 151 for the NCE ranges that correspond to each National Percentile. Student’s score on the CMA or STS, which is the percent of correct responses the student made on the CMA, CAPA Science, and STS. Scale scores and performance levels are not available for tests whose results are presented in percent correct.

performance level. % Correct: For the CMA, CAPA Science, and STS, the percent of correct responses the student made. Scale scores and performance levels are not available for these tests. The student’s performance level on this test: advanced (ADV), proficient (PRO), basic (B), below basic (BB), or far below basic (FBB). The target is for all students to score proficient or advanced. Applies to all CSTs and to CAPA ELA and Mathematics only. Subject of CAT/6 Survey tests taken, for students in grades three and seven.

Part II Report Descriptions | Chapter II.3 Individual Reports 6.. Scale Score or Percent (%) Scale Score: For the CSTs, a value from 150 to 600, with 350 as the lowest score for the proficient Correct performance level. For the CAPA, a value from 15 to 60, with 35 as the lowest score for the proficient

August 2008

STS for Grade Four

CAPA Level III, Grade Five

CST for Grade Ten

CST for Grade Three, with CMA

Student Record Label Samples

© 2008 by the California Department of Education

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Part II Report Descriptions | Chapter II.3 Individual Reports

Part II Report Descriptions | Chapter II.3 Individual Reports

STAR Student Master List Purpose

Format

Action

Focus

To provide school administrators with a single list of all students and their scores for a grade, or year-round schedule within a grade, at a school. Student names are printed in alphabetical order within each grade, by last name, first name, and middle initial. Test scores are listed in the following order: • CST/CMA scores and CAT/6 Survey scores (CMA scores can appear in records only for students in grades 3–5 who took the test; CAT/6 Survey scores appear in records for students in grades 3 and 7 only) • CAPA scores • STS scores (grades 2–7 only) If scores are not available, a reason code is printed. This report can be used by school administrators to look up student results. The report may be used to scan the student scores to assist in the identification of students for further evaluation for participation in special or intervention programs. Individual student performance on the CST/CMA-CAT/6 Survey, CAPA, and STS, including performance on the reporting clusters for the CSTs and the STS for grades 2–4. Reporting cluster names are shown for the STS for grades 5–7 but data are not yet reported for those clusters. Reporting cluster information is not available for the CMA or CAPA.

For the list of 2008 CST reporting clusters and the number of questions for each, see Appendix A on page 136. For the list of 2008 STS reporting clusters and the number of questions for each, see Appendix B on page 145. Writing Applications Standards Scores for Grades Four and Seven

Writing Applications is one of six reporting clusters for the California English–Language Arts Standards Tests for grades four and seven. As with the other five English–language arts reporting clusters, there is no scale score, performance level, or passing score for the Writing Applications reporting cluster. Writing scores should not be isolated for individual students or groups of students on this or any other reporting cluster to determine a performance level or “passing” score or to use these scores to make any placement decisions. The overall English–language arts tests are equated from year to year to account for differences in the difficulty levels of the tests. The reporting clusters are not equated from year to year. Because there are no adjustments for differences in the difficulty levels of individual reporting clusters from year to year, comparing the results for individual reporting clusters from one year to the next is inappropriate. This means that there should be no year-to-year comparisons of the Writing Applications reporting cluster scores. To score an individual student’s writing test, a single rater gave the student’s response a score of 1 to 4. The rating was then doubled, so that the student received a writing score of 2, 4, 6, or 8. The writing score was added to the ELA multiple-choice score (possible 75) for a total possible raw score of 83. Generally, ELA scale scores for students in grades four and seven are derived on the basis of this 83-point scale for raw scores. If a student’s writing test could not be scored, a 75-point raw score scale may be used. CMA Scores

Because this is the first operational test for the CMA, there are no scale scores or performance levels available for students who took this test. Instead, CMA scores are presented as percent correct by content area. CAPA Scores

Because this is the first operational test for CAPA Science for students in grades five, eight, and ten, scores are presented as percent correct. STS Scores

There are no scale scores or performance levels available for students in grades two through seven who took the STS. Instead, the STS scores are presented as percent correct by content area and reporting cluster for grades two through four and by percent correct for content area for grades five through seven.

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2. Student CRL

1.

1. Student Information

5.

13.

6.

9.

14.

14. Accommodation or Modification

© 2008 by the California Department of Education

3.

9. Reporting cluster name

8. Performance Level

7. Writing test score (RC6)

6. Reporting cluster percent correct

5. Test content area

13. Percent (%) correct

4. Scale Score (SS)

3. STAR test name

Explanation of CST and STS Student Master List Samples

12. National Normal Curve Equivalent

2008 STAR Post-Test Guide œ 75

10. National Percentile Rank-Stanine

11. Test content area (CAT/6 Survey)

Part II Report Descriptions | Chapter II.3 Individual Reports

Student CRL

STAR test name

Scale Score (SS)

Test content area

Reporting cluster percent correct

Writing test score (RC6)

Performance Level (Perf Levl)

Reporting cluster name

2..

3..

4..

5..

6..

7..

8..

9..

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Student Information

1..

© 2008 by the California Department of Education

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Student’s name, Statewide Student Identifier (SSID) number, and date of birth. California Reading List (CRL) Number, which is based on the student’s most recent CST for ELA score and may be used to obtain a list of books that may be appropriate for the student to read on the basis of the student’s test score. See Appendix I on page 160 for more information on the CRL Number. Does not apply to the CMA, CAPA, or STS. Name of the STAR test for which the results are reported. For CSTs, a value from 150 to 600, with 350 as the lowest score for the proficient performance level. For CAPA ELA and Mathematics, a value from 15 to 60, with 35 as the lowest score for the proficient performance level. Applies to all CSTs and to CAPA ELA and Mathematics only. Subject of the tests taken. Name and percent correct for each reporting cluster (RC). Reporting clusters vary by grade and subject. Does not apply to the CMA, CAPA, or STS for grades 5–7. Writing Applications Standards Score for grade 4 or grade 7 would appear here under the title “Writing App.” Possible writing score is 2, 4, 6, or 8. If no writing score is available, one of these letters will appear: B–The student submitted a blank paper. C–The student copied the task instead of completing it. I–The student’s writing was illegible. L–The student wrote in a language other than English. R–The student refused to write. T–The student wrote an essay on something other than the assigned topic. W–The student wrote on a prompt from an earlier testing period. NT–Not taken. Students who took the CMA for Grade 4 ELA should not have taken the Writing Applications Standards test. The student’s performance level on this test: advanced (ADV), proficient (PRO), basic (B), below basic (BB), or far below basic (FBB). The target is for all students to score proficient or advanced. Applies to all CSTs and to CAPA ELA and Mathematics only. Reporting cluster for content area taken. Does not apply to CMA or CAPA.

Table II.10 STAR Student Master List Descriptions

Part II Report Descriptions | Chapter II.3 Individual Reports

Test content area (CAT/6 Survey) National Normal Curve Equivalent Percent (%) correct

A (accommodation) or M (modification)

11.

14.

August 2008

13.

12.

National Percentile RankStanine

10.

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The percent correct for CMA and STS content areas, and for CAPA Science. Does not apply to the CST, CAT/6 Survey, or CAPA ELA or Math. A appears if the student used accommodations during the test, including using extra time during the CAT/6 Survey. M appears if the student used a modification on the specified CST-CAT/6 Survey or STS. M appears if the student used both an accommodation and a modification.

National normal curve equivalent: A value from 1 to 99 on an equal interval scale.

PR (Percentile Rank): The percent of scores for the national sample of students who took this test in the same grade at a comparable time during the school year in 2001 that was the same or lower than this student’s score. S (stanine): A standard score ranging from 1 to 9. Stanines of 1, 2, and 3 are considered below average; stanines of 4, 5, and 6 are considered average, and stanines of 7, 8, and 9 are considered above average. Subject of CAT/6 Survey tests taken (for students in grades 3 and 7).

Part II Report Descriptions | Chapter II.3 Individual Reports

August 2008

CST for Grade Ten

CST/CMA-CAT/6 Survey for Grade Three

Student Master List Sample Records

Part II Report Descriptions | Chapter II.3 Individual Reports

© 2008 by the California Department of Education

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August 2008

STS for Grade Four

CAPA

© 2008 by the California Department of Education

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Part II Report Descriptions | Chapter II.3 Individual Reports

Part II Report Descriptions | Chapter II.3 Individual Reports | STAR Student Reports

STAR Student Reports Purpose

Format

Action Focus

To show a student’s achievement on the tests in the STAR Program to parents/guardians, students, and teachers. The student report received by the parents/guardians includes the same information as does the report received by the teacher. The STAR Student Report for the CSTs and CAT/6 Survey consists of a single two-sided page: • Front: student scores on the CSTs • Back: ▪ Student’s number correct in the CST content area (reporting cluster) and percent correct scores compared to the average percent correct range for students statewide who scored at the lowest score for proficient and the lowest score for advanced on the total test. ▪ The grade 3 and grade 7 reports also include the CAT/6 Survey percentile rank in a box labeled “National Comparison” even if the student is also receiving a STAR Student Report for the CMA. ▪ The grade 11 report also includes results for the Early Assessment Program (EAP) if the student opted to take the EAP. The STAR Student Report for the CMA and CAT/6 Survey consists of a single two-sided page: • Front: student percent correct for each content area of the CMA • Back: more information about the CMA ▪ The reports for grade 3 also include the CAT/6 Survey percentile rank in a box labeled “National Comparison” even if the student is also receiving a STAR Student Report for the CSTs The STAR Student Report for the CAPA consists of a single two-sided page: • Front: student scores for ELA and Mathematics and percent correct for Science • Back: explanation of CAPA levels and of ELA and Mathematics performance levels The STAR Student Report for the STS consists of a single two-sided page: • Front: student percent correct for each content area of the STS • Back: student’s STS content area reporting clusters ▪ With percent correct scores, grades 2–4 ▪ With no percent correct scores, grades 5–7 Districts must mail the copy they receive to the student’s parents/guardians within 20 working days of its delivery to the district office. Schools must give the copy they receive to the student’s current teacher or counselor. Individual student’s results.

Data displayed on the samples in this guide are for demonstration purposes only and may not reflect valid data. For the list of 2008 CST reporting clusters and the number of questions for each, see Appendix A on page 136. For the list of 2008 STS reporting clusters and the number of questions for each, see Appendix B on page 145. There are no lists of reporting clusters available for the CMA or CAPA.

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Part II Report Descriptions | Chapter II.3 Individual Reports

Explanation of Student Report for the CSTs Front Page, Top: Student Information

1. Student identification 2. Student’s mailing address

4. Letter 3. School and district Table II.11 The Student Report for the CSTs: Student Information Descriptions

1..

Student identification

2.. 3..

Student’s mailing address School and district

4..

Letter

Information about the student Note: The grade noted indicates the grade in which the student was enrolled. Student’s mailing address, if provided by the district School and district name Letter from the State Superintendent of Public Instruction explaining the purpose of the report

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Part II Report Descriptions | Chapter II.3 Individual Reports Front Page, Bottom: Student’s Overall Results on the California Standards Tests

1. Overall results

2. STAR results

3. How to use these results Table II.12 The Student Report for the CSTs: Student’s Overall Results Descriptions

1..

Overall results

The student’s overall results on the CSTs. The vertical bars represent the scale score for each subject and show how close the student’s performance is to the state target of proficient or advanced. The number at the top of each bar shows the scale score for each subject. English– language arts and mathematics are included in grades 2–11. History– social science is included in grades 8, 9, 10, and 11. Science is included in grades 5, 8, 9, 10, and 11. Please note that a scale score is derived from a statistical process. It is not possible to calculate a scale score by multiplying a student’s percent correct across content areas by 600. If the student did not take one or more of these tests or if a score was unable to be reported, this is noted as one of the following: • Your child did not take a California Standards Test in this subject. (Printed on the report when the student was absent, not tested per request of the parent/guardian, or not given a test for any other reason.) • Test not scored because student did not answer a sufficient number of questions to produce a score. • Test not scored because test grade did not match student’s grade. (Printed on the report when grade on the SGID sheet was different from the answer document grade level.)

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Part II Report Descriptions | Chapter II.3 Individual Reports

2..

STAR results

3..

How to use these results

• Test not scored because test name was not marked on answer document. (Printed on the report when the student took an end-ofcourse test in mathematics [grades 7–11] or science [grades 9–11] but the test name—Algebra I, Geometry, etc.—was not marked.) Lists Web addresses for finding complete STAR results or the School Accountability Report Card. Gives context for interpreting the results and suggests ways that parents/ guardians can use the results to help their child succeed in school.

Back Page, Top: Student’s Strengths and Needs

This section of the report breaks down the subject areas into content areas (reporting clusters). The tables show how the student performed in each reporting cluster for each test taken. The bar (▬) represents the average percent correct range for students statewide who scored proficient on the total test. The diamond (♦) represents the student’s percent correct for that content area (reporting cluster). The position of the diamonds on the table shows the relationship of the student’s percent correct to the scores of students statewide who achieved proficient on the total test. There are no scale scores or performance levels for the reporting clusters. There are four types of student reports; each type is based on the number of subjects for which the CSTs are required: 1. Two subjects for grades two, three, four, six, and seven These reports include content area (reporting cluster) information for English–language arts and mathematics plus an overview of the content standards that were tested. 2. Three subjects for grade five This report includes content area (reporting cluster) information plus a section listing additional resources. 3. Four subjects for grades eight and nine These reports include content area (reporting cluster) information for each subject. 4. Five subjects for grades ten and eleven These reports include content area (reporting cluster) information for each subject plus a section on the EAP results (grade eleven only).

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Part II Report Descriptions | Chapter II.3 Individual Reports 2. Student’s name

1. Information note

3. Performance chart

4. Reporting clusters 5. Number correct 6. Percent correct

7. Content area description/results 1

8. Content area description/results 2

Table II.13 The Student Report for the CSTs: Student’s Strengths and Needs Descriptions

1..

Information note

2..

Student’s name

3..

Performance chart

4..

Reporting clusters

5..

Number correct

6..

Percent correct

A note about using the information in the report and Web addresses for released test items and content standards. The student’s name, printed on the back page of all STAR Student Reports. Diamonds show the student’s percent correct score; bars show the range of average percent correct scores for students statewide who scored proficient on the total test. * See page 83 for a description of the diamond (♦) placement.

Content area reporting clusters for English–language arts and mathematics (all grades). The number of questions answered correctly by the student for this reporting cluster. The percent of questions answered correctly by the student for this reporting cluster.

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Part II Report Descriptions | Chapter II.3 Individual Reports 7..

Content area description/results 1

8..

Content area description/results 2

Content area cluster results for science (grade 5); or Content area cluster results for history–social science (grades 8, 9, 10, and 11); or English–language arts standards descriptions (grades 2, 3, 4, 6, and 7). Content area cluster results for history–social science (grade 11); or Content area cluster results for science (grades 8, 9, 10, and 11); or Mathematics standards descriptions (grades 2, 3, 4, 6, and 7); or Information about other resources (grade 5).

Back Page, Bottom: Student’s California Reading List Number and National Comparison

For more information about California Reading List Numbers, see page 160. 2. National comparison

1. California Reading List Number

3. More about STAR

Table II.14 The Student Report for the CSTs: Student’s California Reading List Number and National Comparison Descriptions

1.. California Reading List Number

2.. National comparison

The California Reading List Number is based on the student’s CST for ELA score. Parents/guardians may use the student’s grade and the CRL number to visit the STAR Web site at http://star.cde.ca.gov, and then select the link California Reading List to obtain titles of books that the student should be able to read independently. See Appendix I: California Reading List Number on page 160 for more information about using the California Reading List Web site. Students in grades three and seven took the CAT/6 Survey. This box reports the CAT/6 Survey national percentile attained by the student. The national percentile is shown as a graphical representation of the percent of students in the national norm group whose scores fell at or below the student’s score on the CAT/6 Survey. If the student in grade three also took a CMA, this information will appear on the student’s CMA report as well.

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Part II Report Descriptions | Chapter II.3 Individual Reports

3.. More about STAR

Provides information about how parents/guardians can acquire more information about the STAR Program. If the student is in a grade other than grade three, seven, or ten, this section appears to the right of the CRL section:

For students in grade 11, this section also presents information about the California State University’s EAP and results for the EAP (if the student took the EAP). If the student did not participate in the EAP, the status will read, “Not Applicable.” Additional information regarding EAP can be found at http://www.calstate.edu/eap:

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Part II Report Descriptions | Chapter II.3 Individual Reports

Samples of Student Reports for the CSTs Grade Five, Front

August 2008

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Part II Report Descriptions | Chapter II.3 Individual Reports Grade Five, Back

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Part II Report Descriptions | Chapter II.3 Individual Reports Grade Eleven, Front

August 2008

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Part II Report Descriptions | Chapter II.3 Individual Reports Grade Eleven, Back

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Part II Report Descriptions | Chapter II.3 Individual Reports

Explanation of Student Report for the CMA Front Page, Top: Student Information

1. Student identification 2. Student’s mailing address

4. Letter 3. School and district Table II.15 The Student Report for the CMA: Student Information Descriptions

1..

Student identification

2.. 3..

Student’s mailing address School and district

4..

Letter

Information about the student Note: The grade indicates the grade in which the student was enrolled. Student’s mailing address, if provided by the district School and district name Letter from the State Superintendent of Public Instruction explaining the purpose of the report

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Part II Report Descriptions | Chapter II.3 Individual Reports Front Page, Bottom: Student’s Overall Results on the California Modified Assessment

1. Overall results

2. STAR results

3. How to use these results Table II.16 The Student Report for the CMA: Student’s Overall Results Descriptions

1..

Overall results

2..

STAR results

3..

How to use these results

The student’s overall results on the CMA. The vertical bars represent the percent correct for ELA and mathematics. If the student did not take one or more of these tests or if a score was unable to be reported, this is noted as one of the following: • Your child did not take the California Modified Assessment in this subject or a score was unable to be reported. (Printed on the report when the student was absent, not tested per request of the parent/ guardian, or took the CST in this subject.) • Test not scored because test grade did not match student’s grade. (Printed on the report when the grade on the SGID sheet was different from the answer document grade level.) Lists Web addresses for finding complete STAR results or the School Accountability Report Card. Gives context for interpreting the results and suggests ways that parents/ guardians can use the results to help their child succeed in school.

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Part II Report Descriptions | Chapter II.3 Individual Reports Back Page, Top: Student’s Strengths and Needs

Because the CMA is a new test, reporting cluster information is not available this year for the content areas. 2. Student’s name 1. About the CMA

Table II.17 The Student Report for the CMA: Student’s Strengths and Needs Descriptions

1..

About the CMA

2..

Student’s name

Information about the CMA and a Web address for finding more information, such as test blueprints, sample items, and participation criteria The student’s name, printed on the back page of all STAR Student Reports

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Part II Report Descriptions | Chapter II.3 Individual Reports Back Page, Bottom: More About STAR and National Comparison 1. More about STAR

2. National comparison

Table II.18 The Student Report for the CMA: More about STAR and National Comparison Descriptions

1.. More about STAR 2.. National comparison

Provides information about how parents/guardians can acquire more information about the STAR Program. Students in grade three also took the CAT/6 Survey. This box reports the CAT/6 Survey national percentile attained by the student. The national percentile is shown as a graphical representation of the percent of students in the national norm group whose scores fell at or below the student’s score on the CAT/6 Survey. If the student in grade three also took a CST, this information will appear on the student’s CST report as well. This space is blank for students in grades four and five.

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Part II Report Descriptions | Chapter II.3 Individual Reports

Samples of Student Reports for the CMA Grade Three, Front

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Part II Report Descriptions | Chapter II.3 Individual Reports Grade Three, Back

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Part II Report Descriptions | Chapter II.3 Individual Reports Grade Four, Front

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Part II Report Descriptions | Chapter II.3 Individual Reports Grade Four, Back

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Part II Report Descriptions | Chapter II.3 Individual Reports

Explanation of Student Report for the CAPA Front Page, Top: Student Information

1. Student identification 2. Student’s mailing address

4. Letter 3. School and district Table II.19 The Student Report for the CAPA: Student Information Descriptions

1..

Student identification

2.. 3..

Student’s mailing address School and district

4..

Letter

Information about the student, including CAPA level. CAPA levels are based on grade except for Level I, which covers all grades for students with the most severe cognitive disabilities. The other CAPA levels are as follows: Level II: Grades 2–3 Level III: Grades 4–5 Level IV: Grades 6–8 Level V: Grades 9–11 Student’s mailing address, if provided by the district Name of the school and school district where the child was tested Letter from the State Superintendent of Public Instruction explaining the purpose of the report

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Part II Report Descriptions | Chapter II.3 Individual Reports Front Page, Bottom: Student’s Results

1. Student’s performance levels 2. Science percent correct

3. STAR results

4. How to use these results Table II.20 The Student Report for the CAPA: Student’s Overall Results Descriptions

1..

Student’s performance levels

2..

Science percent correct

3..

STAR results

4..

How to use these results

This shows the student’s overall performance level results on the CAPA. The vertical bars represent the scale score for each subject and show how close the student’s score is to the state target of proficient. The number at the top of each bar indicates the scale score for each subject (English–language arts and mathematics). If the student did not take one or both of these assessments or if a score was unable to be reported, this is noted. Students in grades 5, 8, and 10 taking CAPA levels I, III, IV, and V will have a percent correct score for CAPA Science. Lists Web addresses to find complete STAR results or the School Accountability Report Card. Gives context for interpreting the results, and suggests that parents/ guardians might discuss the results with the student’s teacher.

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Part II Report Descriptions | Chapter II.3 Individual Reports Back Page, Top: More About CAPA Levels

This section of the report explains the CAPA testing levels and their corresponding grade levels. 1. Student’s name

2. More about CAPA levels

3. More about CAPA 4. More about CAPA Science

Table II.21 The Student Report for the CAPA: More About CAPA Levels Descriptions

1..

Student’s name

2..

More about CAPA levels

3..

More about CAPA

4..

More about CAPA Science

The student’s name, printed on the back page of all STAR Student Reports Information about assigning students to CAPA levels A Web address that can be used for finding more information about the CAPA Program A Web address that can be used for finding more information about the CAPA Science test

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Part II Report Descriptions | Chapter II.3 Individual Reports Back Page, Bottom: Performance Levels 1. ELA performance levels

2. Math performance levels

Table III.1. The Student Report for the CAPA: Performance Level Descriptions

1.. 2..

English–Language Arts Mathematics

Describes what students should be able to do on the basis of the performance level they achieved. The descriptions are different for each CAPA level.

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Part II Report Descriptions | Chapter II.3 Individual Reports

Student Report for CAPA Sample Grade Five, Level III, Front

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Part II Report Descriptions | Chapter II.3 Individual Reports Grade Five, Level III, Back

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Part II Report Descriptions | Chapter II.3 Individual Reports

Explanation of Student Report for the STS Front Page, Top: Student Information

1. Student identification 2. Student’s mailing address

4. Letter 3. School and district Table II.22 The Student Report for the STS: Student Information Descriptions

1..

Student identification

2.. 3..

Student’s mailing address School and district

4..

Letter

Information about the student Note: The grade noted indicates the grade in which the student was enrolled. Student’s mailing address, if provided by the district School and district name Letter from the State Superintendent of Public Instruction explaining the purpose of the report

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Part II Report Descriptions | Chapter II.3 Individual Reports Front Page, Bottom: Student’s Overall Results on the Standards-based Tests in Spanish

1. Overall results

Table II.23 The Student Report for the STS: Student’s Overall Results Descriptions

1..

Overall results

The student’s overall results on the STS. The vertical bars represent the percent correct for reading/language arts and mathematics. If the student did not take one or more of these tests or if a score was unable to be reported, this is noted as one of the following: • Your child did not take the Standards-based Test in Spanish in this subject. (Printed on the report when the student was absent, not tested per request of the parent/guardian, or not given a test for any other reason.) • Test not scored because student did not answer a sufficient number of questions to produce a score. • Test not scored because test grade did not match student’s grade. (Printed on the report when the grade on the SGID sheet was different from the test booklet or answer document grade level.)

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Part II Report Descriptions | Chapter II.3 Individual Reports Back Page, Top: Student’s Strengths and Needs

This section of the report breaks down the subject areas into content areas (reporting clusters). The tables show how the student performed in each reporting cluster for each test taken. The diamond (♦) represents the student’s percent correct for that content area (reporting cluster). The position of the diamonds on the table shows where on the percentage graph the student scored. There are no scale scores or performance levels for the reporting clusters. The STAR Student Report for the STS includes reporting on the two subjects on which the student was tested, reading/language arts and mathematics. It includes the content area (reporting cluster) information for these content areas. This information is available in reports for students in grades two through four only. 1. Student’s name

2. Performance chart

3. Number correct

4. Reporting clusters 5. Percent correct

Table II.24 The Student Report for the STS: Student’s Strengths and Needs Descriptions

1.. Student’s name 2.. Performance chart

3.. Number correct 4.. Reporting clusters 5..

Percent correct

The student’s name, printed on the back page of all STAR Student Reports. Diamonds show the student’s percent correct score for students in grades 2–4. For 2008, this graphic is not available to show results for students in grades 5–7. The number of questions answered correctly by the student for this reporting cluster. Numbers correct are not available for students in grades 5–7. Content area reporting clusters for reading/language arts and mathematics (all grades). The percent of questions answered correctly by the student for this reporting cluster. Not available for grades 5–7.

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Part II Report Descriptions | Chapter II.3 Individual Reports Back Page, Middle: Using STS Results

This section gives context for interpreting the results and suggests ways that parents/guardians can use the results to help their child succeed in school. Back Page, Bottom: More About STAR

This section provides information about how parents/guardians may acquire more information about the STAR Program.

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Part II Report Descriptions | Chapter II.3 Individual Reports

Samples of Student Reports for the STS Grade Four, Front

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Part II Report Descriptions | Chapter II.3 Individual Reports Grade Four, Back

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Part II Report Descriptions | Chapter II.3 Individual Reports Grade Seven, Front

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Part II Report Descriptions | Chapter II.3 Individual Reports Grade Seven, Back

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Part II Report Descriptions | Chapter II.4 The California Report for Teachers

Chapter II.4 The California Report for Teachers All teachers should receive grade-level or course-appropriate reports for what they teach. Only teachers identified on an SGID sheet or Pre-ID file will receive grade-level or course reports individualized for their 2007–08 class (or classes).

Purpose

Format

Action

Focus

To provide teachers with a summary of results for their previous year’s class (or classes) on the CSTs for English–Language Arts and Mathematics—teacher reports are not available for science or history–social science or for the CMA, CAPA, or STS. Teachers can use the report in conjunction with other information to evaluate the effectiveness of their instructional programs. There are separate reports for the California English–Language Arts and Mathematics Standards Tests. Reports are printed for individual teachers if: • Teacher names were included for students in the district Pre-ID file; or • Student answer documents were packaged for scoring by the teacher, and the teacher’s name was marked on an SGID or header sheet. The teacher’s name on the SGID sheet takes precedence over a teacher’s name in the Pre-ID file. Reports are printed by grade level or mathematics course for distribution to the appropriate teachers. District STAR coordinators will receive teacher reports prepackaged by school. Do not open the packages. Distribute the packages to the schools for school administrators to distribute the reports to teachers. Reports for individual teachers will be in sealed envelopes addressed to the teachers. The envelopes are to be given only to the teachers to whom they are addressed. Multiple copies of grade-level and mathematics end-of-course reports are also provided. These are to be distributed to all teachers who taught the grade or course during the 2007–08 school year. Additional copies of the grade-level and mathematics end-of-course reports may be made if needed. ▪ Reporting clusters that may need focused attention ▪ Changes in scores from the previous year ▪ Comparison of scores for various subgroups

Users may notice slight differences between reports that are distributed to schools and teachers and those that are shown in this guide. Data displayed on the samples in this guide are for demonstration purposes only and may not reflect valid data. The percentages in the report may be different from last year’s teacher reports or other numbers that have been made public because of rounding or changes in demographic data. Any reports that include results for ten or fewer students are confidential and should be distributed only to teachers who taught the grade-level or mathematics course. For the list of 2008 CST reporting clusters and number of questions for each, see Appendix A on page 136. Note: District STAR coordinators will receive these reports during September/October and should forward the packages to schools immediately. Test site coordinators should not open the envelopes. Whenever possible, reports for individual teachers should be forwarded to teachers who have left the school. All reports that cannot be forwarded to teachers are to be returned to the district STAR coordinator.

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Part II Report Descriptions | Chapter II.4 The California Report for Teachers

Types of Teacher Reports Table II.25 Types of Teacher Reports

California Standards: English–Language Arts (ELA)

Type

Group

Grade or Course

Based on SGID “Teacher, Counselor, or Group name” returned with answer documents or teacher name from the Pre-ID file. If teachers’ names were included in the district’s Pre-ID file and different names were marked on the SGID, the name on the SGID was used. Distribute sealed envelopes only to the teacher, counselor, or group to whom each report is addressed. Example: Ms. Brown’s fourth grade. All schools will receive these reports. If there is no SGID by group, teacher, or counselor or names in the Pre-ID file or if the superintendent opted to not receive reports by teacher, the school will receive only grade-level reports. Administrators should distribute ELA gradelevel reports to teachers who taught the grade level or English last year.

Schools receive one grade report for every 20 students, grades 2–3; one grade report for every 30 students, grades 4–11. Example: All students in grade 7 at Buena Vista Middle School.

California Standards: Mathematics Based on SGID “Teacher, Counselor, or Group name” returned with answer documents or teacher name from the Pre-ID file. If teachers’ names were included in the district’s Pre-ID file and different names were marked on the SGID, the name on the SGID was used. Distribute sealed envelopes only to the teacher, counselor, or group to whom each report is addressed. Example: Ms. Brown’s fourth grade. All schools will receive these reports. If there is no SGID by group, teacher, or counselor or names in the Pre-ID file or if the superintendent opted to not receive reports by teacher, the school will receive only gradelevel/mathematics course reports. Administrators should distribute mathematics grade-level reports to teachers who taught the grade level last year or course reports to teachers who taught the mathematics course last year. Schools receive one grade report for every 20 students, grades 2–3; one grade or course report for every 30 students, grades 4–11. Example: All students in grade 7 at Buena Vista Middle School.

Explanation of Common Elements in the Teacher Report Front: Performance

The box that asks “How did last year’s students perform on the CST?” indicates the total number of students in the group. Then it shows how the students performed on each reporting cluster.

3. Average Percent Correct 1. Reporting Cluster

2. Number of Items

5. Proficient Range

4. District Students

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Part II Report Descriptions | Chapter II.4 The California Report for Teachers Table II.26 STAR Teacher Report: Performance Section Descriptions

1..

Reporting Cluster

2..

Number of Items

3..

Average Percent Correct

4..

District Students

5..

Proficient Range

6..

Your Students’ Percent Correct

Reporting cluster names for the grade. Number of questions in each reporting cluster. For the reporting cluster, the average percent correct by: statewide, district, and your students. [{(Σ Raw scores / # of students in the group) / Σ Total number of questions} * 100, rounded to nearest whole number] Results that include data for all schools in the district, including all charter schools that tested as a part of the district. For the reporting cluster, the average percent correct for students statewide whose scale scores were between 350 (proficient) and the highest scale score for proficient on the total test (CST for ELA or Mathematics). The range shown in this example for the cluster Literary Response and Analysis is 74–86%. The average percent correct for a reporting cluster (see Appendix A) may show that the statewide average percent correct may be 69% for students who scored 350 on the total test. Subtracting one from the statewide average percent correct for students who had the lowest score for advanced on the total test—for example, 87%—gives the average percent correct of 86% (87–1=86) for students who had the highest score for proficient on the total test. The diamond symbol shows your students’ average percent correct for this reporting cluster compared to the bar, which represents the average percent correct range for students statewide who scored proficient on the total test. Example: For Reading Comprehension in the report sample on the previous page, the average percent correct for “Your Students” is 73%. In comparison, the range for students statewide who scored proficient on the total CST for ELA is between 58 and 75%. In the sample in this section, your students performed as well on Reading Comprehension as students statewide who scored proficient on the CST for ELA.

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Part II Report Descriptions | Chapter II.4 The California Report for Teachers Front: Reporting Clusters for Improvement

This section reviews the reporting clusters and provides an overview of a particular reporting cluster. 1. Overview . . .

2. Focus on . . .

Table II.27 STAR Teacher Report: Reporting Clusters for Improvement Section Descriptions

1..

Overview of the reporting clusters

2..

Focus on a selected reporting cluster

This section of the report gives an overview of a reporting cluster for this grade level and content area. This section lists the content standards for a reporting cluster that is selected on the basis of the reporting cluster score that is lowest in relation to the lowest average percent correct for students statewide who scored proficient on the total test. For example, if the statewide cluster A average percent correct is between 60 and 75 and a teacher’s students had an average percent correct of 40, there is a difference of 20 percentage points in the average percent correct (60–40=20). If the statewide average percent correct for cluster B is between 75 and 85% and a teacher’s students scored 50%, there is a 25% difference in the average percent correct (75–50=25). Cluster B would be the subject of the “Focus on . . . ” section. However, please note that the focus calculation also takes the number of items in the cluster into account, so the cluster with the largest difference in average percent correct might not be the subject selected for the Focus.

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Part II Report Descriptions | Chapter II.4 The California Report for Teachers Back: 2008 School Results

This section shows the percent of students in the school who scored within each performance level for all students and subgroups of students. 3. Subgroups 1. Performance Standards

2. All

4. Total Number of Students

Table II.28 STAR Teacher Report: 2008 School Results Section Descriptions

1..

Performance Standards

2..

All

3..

Subgroups

4..

Total Number of Students

The five performance levels and the scale score range for each: advanced, proficient, basic, below basic, and far below basic. The target for all students is to score proficient or advanced. (The scale score is a value from 150 to 600, with 350 as the lowest score for a proficient performance level.) Percent of all students tested in group, grade, or class who scored at each performance level. Percent of students for specific subgroups who scored at each performance level. Total number of students in the grade or group.

Back: School, District, and State Comparisons

Use this part of the report to compare the percent of students and subgroups of students in the school who scored proficient and advanced with the district and state results for two years. 1. Groups

2. All Table II.29 STAR Teacher Report: School, District, and State Comparisons Section Descriptions

1..

Groups

2..

All

Percent of students within the subgroup who scored proficient and advanced by school, district, and state. Percent of proficient and advanced scores in the grade-level or mathematics course by school, district, and state.

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Part II Report Descriptions | Chapter II.4 The California Report for Teachers Back: Resources

The bottom portion of page 2 lists additional resources for teachers.

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Part II Report Descriptions | Chapter II.4 The California Report for Teachers

Teacher Report Samples Teacher Grade Report, Page 1

Note: The percentages on this page of the report may be different from last year’s teacher reports or other numbers that have been made public on the Internet and other places because of rounding or changes in demographic data.

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Part II Report Descriptions | Chapter II.4 The California Report for Teachers Teacher Grade Report, Page 2

Note: The percentages on this page of the report may be different from last year’s teacher reports or other numbers that have been made public on the Internet and other places because of rounding or changes in demographic data.

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Part II Report Descriptions | Chapter II.4 The California Report for Teachers Teacher Group Report, Page 1

Note: The percentages on this page of the report may be different from last year’s teacher reports or other numbers that have been made public on the Internet and other places because of rounding or changes in demographic data.

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Part II Report Descriptions | Chapter II.4 The California Report for Teachers Teacher Group Report, Page 2

Note: The percentages on this page of the report may be different from last year’s teacher reports or other numbers that have been made public on the Internet and other places because of rounding or changes in demographic data.

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Part II Report Descriptions | Chapter II.5 Internet Reports

Chapter II.5 Internet Reports Internet reports summarize performance for various aggregations of students. The Internet reports include summary data by grade and test for schools, districts, counties, and the state. The data reported should match the final summary reports each school, district, and county received. Separate reports are available for each test series: • CSTs: percent of students scoring at each performance level • CMA: average percent correct for students in grades three through five who took the CMA • CAT/6 Survey: percent of students scoring at or above specific quartiles for grades three and seven only • CAPA: percent of students scoring at each performance level and average percent correct for CAPA Science • STS: average percent correct for students in grades two through seven who took the STS • Summary of the percent of students who performed at proficient or advanced within a specified testing population (subgroup) • Summary of results cross-referenced by ethnicities for economic status for the CSTs and CAPA The Web site address is http://star.cde.ca.gov/. Note: A link to Aprenda 3 reports is available at this address, but Aprenda 3 reports are not covered in this documentation.

Dates of Data Availability on the Web Site The Internet report scores will change three times to reflect scoring updates. August 15, 2008 First preliminary Internet file This posting will include results for student tests that were received for scoring by July 1, 2008. Results for schools and school districts that were not received for scoring by July 1 will not be included. September 2008 Second preliminary Internet file This posting adds reports for districts/schools processed during August. December 2008 Final Internet file This final posting includes demographic corrections districts have made to original student data files. These corrections have no impact on the results for all students. Subgroup reports may be affected by the corrections.

Using the STAR Reporting Web Site Accessing the STAR Reporting Web Site 1. Go to http://star.cde.ca.gov/. Note that this page includes information about the browser requirements for accessing the reports. 2. Select the link STAR 2008 Test Results in the “2008 STAR Test Results” section to open the California STAR Program home page. 3. Read and use the information provided on this Web page and on the pages accessed by the links and buttons on this Web page to obtain information about the history of the program, grades and subjects tested, comparing results, and so forth. Getting Help The STAR Help page contains brief procedures and links to instructions for viewing and printing reports, and downloading research files. It also provides explanations of the scores that are reported. Be sure to select the Help button for complete instructions for using the STAR Reporting Web site.

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Part II Report Descriptions | Chapter II.5 Internet Reports

Ethnicity for Economic Status Summary Beginning in 2008, the Ethnicity for Economic Status Summary reports are available for the CST and CAPA in addition to the STAR Subgroup Summary reports. These reports provide results for students in all grades by economic status and ethnicity. The performance data are based on STAR test results for the CST and CAPA. Summary reports for the CMA will be added in 2009 when performance levels are reported. Viewing Reports To view and/or print reports, take the following steps: 1. Select the Test Results button in the navigation bar on the left of the California STAR Program home page to open the report search fields.

2. In the Select a Test dropdown list, select the down arrow, and then select the test for the report. Choices are CST, CST Summary, CMA, CAT/6, CAPA, and STS. 3. Select a county from the County dropdown list. Or for the state report, go to step 6. 4. Select a district from the District dropdown list. This list is not populated until a county has been selected. 5. Select a school from the School dropdown list. This list is not populated until a district has been selected. 6. Select the down arrow, and then select the group from the Group dropdown list. Choices are as follows: • All Students • Ethnicity for Economically Disadvantaged • Disability Status • Ethnicity for Not Economically Disadvantaged • Gender • Economic Status • English-Language Fluency • Parent Education • Ethnicity • Special Program Participation 7. Select the down arrow to choose a subgroup from the Subgroup dropdown list. For example, if “Disability Status” was selected, then the option to select from this dropdown is either “Students with Disability” or “Students with No Reported Disability.” However, if the group selected was “All Students,” there are no items to choose from the Subgroup dropdown list. 8. Select the View Report button. The report appears below the search fields. Notes: • There may be a brief delay after selecting a parameter from a dropdown list (such as County) while the report search fields refresh and repopulate with data based on the parameter that was just set. • The list of charter schools for which results are available may be viewed by selecting the View Charter School List link under the School dropdown list on the right side of the screen. Printing Reports To print the displayed report: 1. Select the Print Report button located on the right side at the top or bottom of the report to open the print window for the browser. 2. Set the print orientation in the browser to Landscape. 3. Select Print. The report is printed on the assigned printer.

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Part II Report Descriptions | Chapter II.5 Internet Reports

Downloading Research Files Research files contain results from the 2008 administration of the STAR Program. Each file contains the same information presented in the Test Results section of the reporting site and is provided to allow for more complex analyses and customized reporting of the data. To download research files: 1. Select the Download Research File button to view the list of available research files. You may need to scroll down the page to see the list. a. Select the Research File Download Instructions, Formats, File Layouts, and Usage link to access the research file layouts. 2. Select a link to choose the file to download. The browser’s “File Download” dialog box will open. 3. Select the Save button. 4. Choose a directory to which you would like to save the research file. 5. Select Save to save the file.

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Part II Report Descriptions | Chapter II.5 Internet Reports

STAR Internet Reports

Purpose

Format Action Focus

To provide public access to the STAR results for: • State • Counties • Districts • Schools Internet reports are in landscape format. Be sure to set the browser’s print option to landscape orientation. Review STAR results online. ▪ Percent of students scoring within each performance level for the CSTs and CAPA ELA and Mathematics. ▪ Percent correct for students who have taken the CMA, CAPA Science, and STS. ▪ Percent of students scoring at or above specific quartiles for the CAT/6 Survey.

Data displayed in the samples in this guide are for demonstration purposes only and may not reflect valid data. Report Header

1. Group 5. Identifying Information

2. Total Enrollment… 3. Total Number Tested

4. Total . . . Subgroup

6. Test Name

Table II.30 Descriptions of Internet Report Headers

1..

Group

2..

Total Enrollment on First Day of Testing

3..

Total Number Tested

4.. 5..

Total Number Tested in Selected Subgroup Identifying Information

6..

Test Name

Identifies the group selected for reporting. In the example, “All Students” was selected from the dropdown list. The number of CST, CMA, CAT/6 Survey, or CAPA answer documents submitted for students who were enrolled on the first day of testing whether or not the students were tested. The number of answer documents submitted by each school were added to produce the enrollment for each district and county and for the state. For the test, number of students who responded to any questions on any test. Number of students tested in the selected subgroup. Identifying information on the selected test, including: • County name • District name • School name • CDS code Name of the selected test—in the sample, “California Standards Test Scores.”

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Part II Report Descriptions | Chapter II.5 Internet Reports

CST Scores 1. Grades

2. Reported Enrollment

3. Students Tested

4. Percent of Enrollment 5. Subject 6. Performance Levels

7. Students with Scores 8. Mean Scale Score

Note: Data displayed are for demonstration purposes only and may not reflect valid data. Table II.31 Descriptions of Internet CST Scores Report

1..

Grades

2..

Reported Enrollment

3..

Students Tested

4..

Percent of Enrollment

5..

Subject

6..

Performance Levels

7..

Students with Scores

Grades tested. EOC (end-of-course) shows totals for high school science and mathematics for all grades in the school, district, county, or state in which students were tested. The number of CST, CMA, CAT/6 Survey, or CAPA answer documents submitted for students who were enrolled on the first day of testing whether or not the students were tested. The number of answer documents submitted by each school were added to produce the enrollment for each district and county and for the state. Number of students tested, whether or not they received a score. Number of students tested in each grade, divided by the number enrolled in the grade on the first day of testing, multiplied by 100, and rounded to the nearest whole number. Subject of the test taken. Percent of student scores at each performance level. Performance levels are advanced, proficient, basic, below basic, and far below basic. The target is for all students to score proficient or advanced. Number of students who took CSTs and whose testing resulted in scores. Number includes students who tested with modifications but does not include: • Incomplete tests • Students with inconsistent grades (test did not match student’s grade level) • Unknown EOC mathematics or science test (student did not mark which test was taken)

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Part II Report Descriptions | Chapter II.5 Internet Reports 8..

Mean Scale Score

For the test, average of the valid scale scores for the group of students [(Sum of valid scale scores / Number of valid scale scores)]. (The CST scale score is a value from 150 to 600, with 350 as the lowest score at the proficient performance level for all grades and subjects.)

CST Summary

2. Students with Scores

1. CST Subject

3. Percent (%) Proficient or Advanced

Note: Data displayed are for demonstration purposes only and may not reflect valid data. Table II.32 Descriptions of Internet CST Summary Report

1..

CST Subject

2..

Students with Scores

3..

Percent (%) Proficient or Advanced

Subjects assessed: • English–Language Arts (grades 2–11) • Mathematics (grades 2–7, and end-of-course) • Science (grades 5, 8, and 10, and end-of-course) • History–Social Science (grades 8 and 11 and end-of-course) Number of students who took a test and whose testing resulted in scores. Number includes students who tested with modifications but does not include: • Incomplete tests • Students with inconsistent grades (test did not match student’s grade level) • Unknown EOC mathematics or science test (student did not mark which test was taken) Percent of students whose scores are at proficient or advanced for the subject tested. The target is for all students to score proficient or advanced.

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Part II Report Descriptions | Chapter II.5 Internet Reports

CMA Scores

1. Grades

2. Reported Enrollment

3. Students Tested 5. Subject

4. Percent of Enrollment

6. Students With Scores

7. Average Percent (%) Correct

Note: Data displayed are for demonstration purposes only and may not reflect valid data. Table II.33 Descriptions of Internet CMA Scores Report

1..

Grades

Grades tested. (In 2008, only grades 3–5 were tested.)

2..

Reported Enrollment

The number of CST, CMA, CAT/6 Survey, or CAPA answer documents submitted for students who were enrolled on the first day of testing whether or not the students were tested. The number of answer documents submitted by each school were added to produce the enrollment for each district and county and for the state.

3..

Students Tested

Number of students tested, whether or not they received a score.

4..

Percent of Enrollment

Number of students tested in each grade, divided by the number enrolled in the grade on the first day of testing, multiplied by 100, and rounded to the nearest whole number.

5..

Subject

Subject of the test taken.

6..

Students with Scores

Number of students who took a CMA and whose testing resulted in scores. Number does not include: • Incomplete tests • Students with inconsistent grades (test did not match student’s grade level)

7..

Average Percent (%) Correct

Average percent correct for each subject for each grade for students taking this test.

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Part II Report Descriptions | Chapter II.5 Internet Reports

CAT/6 Survey Scores 1. Grades

2. Reported Enrollment 4. Students Tested

3. CAT/6 Subject

5. Students with Scores

6. Percent Scoring . . . 7. NPR for “Avg.” . . . 8. Mean Scale Score

Note: Data displayed are for demonstration purposes only and may not reflect valid data. Table II.34 Descriptions of Internet CAT/6 Survey Scores Report

1..

Grades

2..

Reported Enrollment

3..

CAT/6 Subject

4..

Students Tested

5..

Students with Scores

6..

Percent Scoring above 25th, at or above 50th, and above 75th National Percentiles

7..

NPR for “Avg.” Student Score

8..

Mean Scale Score

Grades tested. CAT/6 Survey is administered only to students in grades 3 and 7. The number of CST, CMA, CAT/6 Survey, or CAPA answer documents submitted for students who were enrolled on the first day of testing whether or not the students were tested. The number of answer documents submitted by each school were added to produce the enrollment for each district and county and for the state. Subject of test taken. Note that students completed a reading/language test with the results reported as separate reading and language scores. Number of students tested, whether or not they received a score. Number of students who took the CAT/6 Survey and whose testing resulted in scores. Number includes students who tested with modifications but does not include: • Incomplete tests • Students with inconsistent grades (test did not match student’s grade level) Percents are calculated as the [(number of students with percentile ranks within the range divided by the total number of students with valid scores on the CAT/6 Survey) * 100, rounded to the nearest whole number]. National Percentile Rank for a hypothetical average student in this school, district, county, or the state. Average of scale scores for the group of students. On the CAT/6 Survey, the scale score is a value from 1 to 999 that is used to derive other scores.

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Part II Report Descriptions | Chapter II.5 Internet Reports

CAPA Scores: State CAPA Internet reports at the state level are different from the Internet reports at the county, district, and school levels. • The state report includes a separate table for Level I students. • The state report shows each grade and performance level. 1. Total Number Tested… 2. Percent Tested 3. Students Tested

4. CAPA Subject 5. Students with Scores

6. Mean Scale Score

7. Levels/Grades

8. Performance Levels

9. Average Percent (%) Correct

Note: Data displayed are for demonstration purposes only and may not reflect valid data. August 2008

2008 STAR Post-Test Guide œ 131 © 2008 by the California Department of Education

Part II Report Descriptions | Chapter II.5 Internet Reports Table II.35 Descriptions of Internet CAPA State Scores Report

1..

Total Number Tested in CAPA

2..

Percent Tested

3..

Students Tested

4..

CAPA Subject

5..

Students with Scores

6..

Mean Scale Score

7..

Levels/Grades

8..

Performance Levels

9..

Average Percent (%) Correct

Number of students who responded to one or more questions on the CAPA. Number of students with valid tests, divided by the total number of students tested, multiplied by 100, and rounded to the nearest whole number. Number of students taking this assessment. Subject assessed. Number of students who took the CAPA and whose testing resulted in scores. Number includes students who tested with modifications but does not include: • Incomplete tests • Students with inconsistent grades (test did not match student’s grade level) Average of scale scores for the group of students. (The scale score is a value from 15 to 60, with 35 as the lowest score for a proficient performance level for all grades/levels and both subjects.) Does not apply to CAPA Science. The report is sorted in order by CAPA Assessment Level from Level I to Level V. Within each CAPA level, scores are reported by grade for state reports and by CAPA level for schools, districts, and counties. Percent of students scoring at each performance level. Performance levels are advanced, proficient, basic, below basic, and far below basic. The target is for all students to score proficient or advanced. Does not apply to CAPA Science. Average percent correct for CAPA Science for students in grades 5, 8, and 10 who took CAPA levels I, III, IV, and V.

CAPA Scores: County, District, or School 1. Levels/Grades

3. Students Tested

2. CAPA Subject 4. Students with Scores 5. Mean Scale Score

6. Percent . . . Proficient

7. Average Percent (%) Correct

Note: Data displayed are for demonstration purposes only and may not reflect valid data.

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Part II Report Descriptions | Chapter II.5 Internet Reports Table II.36 Descriptions of Internet CAPA County, District, or School Scores Report

1..

Levels/Grades

2..

CAPA Subject

3..

Students Tested

4..

Students with Scores

5..

Mean Scale Score

6..

Percent At or Above Proficient

7..

Average Percent (%) Correct

The report is sorted in order by CAPA Level from Level I to Level V. Subject assessed. Number of students taking this assessment. Number of students who took the CAPA and whose testing resulted in scores. Number includes students who tested with modifications but does not include: • Incomplete tests • Students with inconsistent grades (test did not match student’s grade level) Average of scale scores for the group of students. (The scale score is a value from 15 to 60, with 35 as the lowest score for a proficient performance level.) Does not apply to CAPA Science. Percent of students whose scores are at or above proficient for the subject tested. The target is for all students to score proficient or advanced. Average percent correct for CAPA Science for students in grades 5, 8, and 10 who took CAPA levels I, III, IV, and V.

STS Scores 1. Grades

3. Students Tested 5. Subject

7. Average Percent (%) Correct

2. Reported Enrollment 4. Percent of Enrollment

6. Students With Scores

Note: Data displayed are for demonstration purposes only and may not reflect valid data. Table II.37 Descriptions of Internet STS Scores Report

1..

Grades

Grades tested. (In 2008, only grades 2–7 were tested.)

2..

Reported Enrollment

The number of CST, CMA, CAT/6 Survey, or CAPA answer documents submitted for students who were enrolled on the first day of testing whether or not the students were tested. The number of answer documents submitted by each school were added to produce the enrollment for each district and county and for the state.

3..

Students Tested

Number of students tested, whether or not they received a score.

4..

Percent of Enrollment

Number of students tested in each grade, divided by the number enrolled in the grade on the first day of testing, multiplied by 100, and rounded to the nearest whole number.

5..

Subject

Subject of the test taken.

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Part II Report Descriptions | Chapter II.5 Internet Reports 6..

Students with Scores

Number of students who took the STS and whose testing resulted in scores. Number includes students who tested with modifications but does not include: • Incomplete tests • Students who took the STS who are non-English learners • Students with inconsistent grades (test did not match student’s grade level)

7..

Average Percent (%) Correct

Average percent correct for each subject for each grade for students taking this test.

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Part III

Appendixes Part III Appendixes

Part III Appendixes | Appendix A: STAR CST Reporting Clusters

Appendix A: STAR CST Reporting Clusters The tables in this appendix present the reporting clusters, the number of items in each reporting cluster, and the average percent correct for a sample of students statewide for the 2008 CSTs. The last three columns of each table, labeled “All,” “Minimally Proficient,” and “Minimally Advanced,” provide the expected average percent correct scores on each cluster for a representative sample of the state’s students as well as the average percent correct for a representative sample of the state’s students who scored at the lowest score for proficient and at the lowest score for advanced on the CSTs (that is, for proficient, a sample of students statewide who obtained a scale score of exactly 350 or the lowest reported scale score above 350; and for advanced, a sample of students statewide who scored at the lowest score for advanced). Because the goal for the state is for all students to score at the proficient level or above, a useful benchmark for interpreting cluster scores is the performance on the cluster for students who scored between minimally proficient and minimally advanced on the total test. These average percent correct values provide information about the relative difficulty of different clusters, which is important to take into account when considering the performance of students in the school or district.

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Part III Appendixes | Appendix A: STAR CST Reporting Clusters

CSTs for English–Language Arts Reporting Clusters CALIFORNIA ENGLISH–LANGUAGE ARTS STANDARDS TESTS Number of Questions for 2008 Reporting Clusters and the Average Percent Correct on Each Reporting Cluster

Grade

Reporting Cluster

No. of Questions

Avg % Correct Statewide Minimally Minimally All Proficient Advanced

Grade 2 Word Analysis and Vocabulary Development Reading Comprehension Literary Response and Analysis Written Conventions Writing Strategies

22 15 6 14 8

68 60 68 65 50

73 63 74 71 51

88 81 90 89 71

Grade 3 Word Analysis and Vocabulary Development Reading Comprehension Literary Response and Analysis Written Conventions Writing Strategies

20 15 8 13 9

70 62 67 67 56

78 70 80 74 65

89 86 95 87 82

Grade 4 Word Analysis and Vocabulary Development Reading Comprehension Literary Response and Analysis Written Conventions Writing Strategies Writing Applications

18 15 9 18 15 1 (8 points)

70 58 67 66 57 63

71 55 67 66 54 63

86 74 82 79 72 68

Grade 5 Word Analysis and Vocabulary Development Reading Comprehension Literary Response and Analysis Written Conventions Writing Strategies

14 16 12 17 16

69 58 66 72 56

73 58 69 76 57

87 78 86 89 74

Grade 6 Word Analysis and Vocabulary Development Reading Comprehension Literary Response and Analysis Written Conventions Writing Strategies

13 17 12 16 17

66 61 56 73 59

71 63 58 79 62

84 78 75 90 78

Grade 7 Word Analysis and Vocabulary Development Reading Comprehension Literary Response and Analysis Written Conventions Writing Strategies Writing Applications

11 18 13 16 17 1 (8 points)

66 65 59 62 58 70

70 69 64 65 59 70

84 85 79 79 79 79

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2008 STAR Post-Test Guide œ 137 © 2008 by the California Department of Education

Part III Appendixes | Appendix A: STAR CST Reporting Clusters CALIFORNIA ENGLISH–LANGUAGE ARTS STANDARDS TESTS Number of Questions for 2008 Reporting Clusters and the Average Percent Correct on Each Reporting Cluster

Grade

Reporting Cluster

No. of Questions

Avg % Correct Statewide Minimally Minimally All Proficient Advanced

Grade 8 Word Analysis and Vocabulary Development Reading Comprehension Literary Response and Analysis Written Conventions Writing Strategies

9 18 15 16 17

64 62 62 70 55

68 66 66 77 58

82 81 81 87 75

Grade 9 Word Analysis and Vocabulary Development Reading Comprehension Literary Response and Analysis Written Conventions Writing Strategies

8 18 16 13 20

66 61 64 59 54

71 64 67 61 56

85 79 85 77 72

Grade 10 Word Analysis and Vocabulary Development Reading Comprehension Literary Response and Analysis Written Conventions Writing Strategies

8 18 16 13 20

71 60 59 66 61

79 69 65 76 70

88 84 81 85 84

Grade 11 Word Analysis and Vocabulary Development Reading Comprehension Literary Response and Analysis Written Conventions Writing Strategies

8 19 17 9 22

59 55 60 59 57

66 64 71 71 69

80 77 82 88 82

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Part III Appendixes | Appendix A: STAR CST Reporting Clusters CSTs for Mathematics Reporting Clusters CALIFORNIA MATHEMATICS STANDARDS TESTS Number of Questions for 2008 Reporting Clusters and the Average Percent Correct on Each Reporting Cluster Grade/ Test

No. of Questions

Reporting Cluster

Avg % Correct Statewide Minimally Minimally All Proficient Advanced

GRADE-LEVEL MATHEMATICS

Grade 2 Place Value, Addition, and Subtraction Multiplication, Division, and Fractions Algebra and Functions Measurement and Geometry Statistics, Data Analysis, and Probability

15 23 6 13 7

76 74 78 70 73

77 73 77 69 72

91 88 93 81 88

Grade 3 Place Value, Fractions, and Decimals Addition, Subtraction, Multiplication, Division Algebra and Functions Measurement and Geometry Statistics, Data Analysis, and Probability

16 16 12 16 5

76 72 75 78 83

75 68 72 76 85

88 87 87 87 93

Grade 4 Decimals, Fractions, and Negative Numbers Operations and Factoring Algebra and Functions Measurement and Geometry Statistics, Data Analysis, and Probability

17 14 18 12 4

79 73 76 68 71

78 70 77 62 68

90 89 90 82 83

Grade 5 Estimation, Percents, and Factoring Operations with Fractions and Decimals Algebra and Functions Measurement and Geometry Statistics, Data Analysis, and Probability

12 17 17 15 4

63 64 68 60 76

61 64 70 59 78

82 84 86 83 92

Grade 6 Ratios, Proportions, Percentages, Negative Fractions Operations and Problem Solving with Fractions Algebra and Functions Measurement and Geometry Statistics, Data Analysis, and Probability

15 10 19 10 11

57 65 66 58 63

58 68 72 60 70

80 86 89 80 86

14 8

59 51

64 54

84 77

10

58

63

78

15 13 5

57 55 62

63 58 70

82 80 88

Grade 7 Rational Numbers Exponents, Powers, and Roots Quantitative Relationships and Evaluating Expressions Multistep Problems, Graphing, and Functions Measurement and Geometry Statistics, Data Analysis, and Probability

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Part III Appendixes | Appendix A: STAR CST Reporting Clusters CALIFORNIA MATHEMATICS STANDARDS TESTS Number of Questions for 2008 Reporting Clusters and the Average Percent Correct on Each Reporting Cluster Grade/ Test

Reporting Cluster

No. of Questions

Avg % Correct Statewide Minimally Minimally All Proficient Advanced

END-OF-COURSE MATHEMATICS

General Mathematics Rational Numbers Exponents, Powers, and Roots Quantitative Relationships and Evaluating Expressions Multistep Problems, Graphing, and Functions Measurement and Geometry Statistics, Data Analysis, and Probability

14 10

48 41

59 53

84 77

11

58

74

86

10 11 9

55 43 51

69 52 63

85 76 80

Algebra I Number Properties, Operations, and Linear Equations Graphing and Systems of Linear Equations Quadratics and Polynomials Functions and Rational Expressions

17 14 21 13

55 45 45 38

72 56 57 46

87 79 80 71

Geometry Logic and Geometric Proofs Volume and Area Formulas Angle Relationships, Constructions, and Lines Trigonometry

23 11 16 15

54 49 52 54

70 64 68 74

87 83 84 90

Algebra II Polynomials and Rational Expressions Quadratics, Conics, and Complex Numbers Exponents and Logarithms Series, Combinatorics, Probability and Statistics

19 16 16 14

64 50 49 46

78 60 62 54

92 82 83 72

Summative High School Mathematics Algebra I Geometry Algebra II Probability and Statistics

18 19 23 5

73 70 66 63

80 75 70 66

93 88 88 84

Integrated Mathematics 1 Number Properties, Operations, and Linear Equations Graphing Quadratics and Polynomials Functions and Rational Expressions Geometry

15 9 14 7 20

51 41 37 30 33

80 64 63 45 46

91 79 86 76 68

Integrated Mathematics 2 Algebra I Logic and Geometric Proofs Angle Relationships, Constructions, and Lines Trigonometry Algebra II/Probability and Statistics

20 22 8 10 5

44 42 44 45 39

56 56 56 58 45

76 75 75 88 70

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Part III Appendixes | Appendix A: STAR CST Reporting Clusters CALIFORNIA MATHEMATICS STANDARDS TESTS Number of Questions for 2008 Reporting Clusters and the Average Percent Correct on Each Reporting Cluster Grade/ Test

Reporting Cluster

Integrated Mathematics 3 Geometry Polynomials and Rational Expressions Quadratics, Conics, and Complex Numbers Exponents and Logarithms Series, Combinatorics, Probability and Statistics

No. of Questions

5 19 16 16 9

August 2008

Avg % Correct Statewide Minimally Minimally All Proficient Advanced

56 50 43 44 36

69 62 55 61 46

86 80 77 81 69

2008 STAR Post-Test Guide œ 141 © 2008 by the California Department of Education

Part III Appendixes | Appendix A: STAR CST Reporting Clusters

CSTs for Science Reporting Clusters CALIFORNIA SCIENCE STANDARDS TESTS Number of Questions for 2008 Reporting Clusters and the Average Percent Correct on Each Reporting Cluster Grade/ Test

No. of Questions

Reporting Cluster

Avg % Correct Statewide Minimally Minimally All Proficient Advanced

GRADE-LEVEL SCIENCE

Grade 5 Science (Grades 4 and 5 Standards) Physical Science, Grade 5 Physical Science, Grade 4 Life Science, Grade 5 Life Science, Grade 4 Earth Science, Grade 5 Earth Science, Grade 4

11 8 13 9 11 8

72 70 64 62 63 68

78 74 65 64 67 74

91 91 83 83 82 91

Grade 8 Science Motion Forces, Density, and Buoyancy Structure of Matter and Periodic Table Earth in the Solar System Reactions and the Chemistry of Living Systems Investigation and Experimentation

8 13 16 7 10 6

70 70 64 66 57 64

73 73 65 68 56 66

84 86 80 81 71 77

Grade 10 Life Science Cell Biology Genetics Physiology Ecology Evolution Investigation and Experimentation

10 12 10 11 11 6

56 59 64 61 54 68

61 66 75 71 62 81

79 79 88 84 83 91

END-OF-COURSE SCIENCE

Biology Cell Biology Genetics Ecology and Evolution Physiology Investigation and Experimentation

9 18 16 11 6

55 61 58 65 60

58 68 63 76 68

77 84 83 88 83

Chemistry Atomic and Molecular Structure Chemical Bonds, Biochemistry Kinetics, Thermodynamics Chemical Reactions Conservation of Matter and Stoichiometry Investigation and Experimentation

8 9 14 13 10 6

63 68 61 55 56 69

73 80 71 65 66 82

86 91 85 79 84 91

Earth Science Astronomy and Cosmology Solid Earth The Earth’s Energy Investigation and Experimentation

12 14 28 6

60 59 50 62

73 73 62 76

85 85 81 87

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Part III Appendixes | Appendix A: STAR CST Reporting Clusters CALIFORNIA SCIENCE STANDARDS TESTS Number of Questions for 2008 Reporting Clusters and the Average Percent Correct on Each Reporting Cluster Grade/ Test

Reporting Cluster

No. of Questions

Avg % Correct Statewide Minimally Minimally All Proficient Advanced

Physics Motion and Forces Conservation of Energy and Momentum Heat and Thermodynamics Waves Electric and Magnetic Phenomena Investigation and Experimentation

12 12 9 10 11 6

61 58 59 60 48 64

64 65 66 65 52 72

79 83 83 81 70 86

Integrated/Coordinated 1 Biology/Life Sciences Chemistry Earth Sciences Physics Investigation and Experimentation

10 15 17 12 6

51 41 54 37 48

77 61 79 52 75

90 80 89 72 86

Integrated/Coordinated 2 Biology/Life Sciences Chemistry Earth Sciences Physics Investigation and Experimentation

15 6 15 18 6

52 41 51 36 48

78 65 76 49 70

91 83 84 70 84

Integrated/Coordinated 3 Biology/Life Sciences Chemistry Earth Sciences Physics Investigation and Experimentation

16 23 7 8 6

45 38 47 35 55

60 69 61 62 80

79 83 79 80 90

Integrated/Coordinated 4 Biology/Life Sciences Chemistry Earth Sciences Physics Investigation and Experimentation

13 10 15 16 6

55 36 50 31 49

72 68 69 62 78

86 82 84 78 90

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Part III Appendixes | Appendix A: STAR CST Reporting Clusters

CSTs for History–Social Science Reporting Clusters CALIFORNIA HISTORY–SOCIAL SCIENCE STANDARDS TESTS Number of Questions for 2008 Reporting Clusters and the Average Percent Correct on Each Reporting Cluster Grade/ Test

Reporting Cluster

No. of Questions

Avg % Correct Statewide Minimally Minimally All Proficient Advanced

Grade 8 (Grades 6, 7, 8 Standards) World History and Geography: Ancient Civilizations Late Antiquity and the Middle Ages Renaissance/Reformation U.S. Constitution and the Early Republic Civil War and Its Aftermath

16 14 10 22 13

53 53 52 53 53

58 60 57 62 62

72 75 74 76 76

Grade 11 (U.S. History) Foundations of American Political and Social Thought Industrialization and the U.S. Role as a World Power United States Between the World Wars World War II and Foreign Affairs Post-World War II Domestic Issues

10 13 12 12 13

54 53 53 51 51

60 59 63 59 59

77 78 76 78 74

13 10 14 13

53 53 51 50

63 66 62 59

78 81 79 77

10

49

59

77

END-OF-COURSE HISTORY–SOCIAL SCIENCE

World History Development of Modern Political Thought Industrial Expansion and Imperialism Causes and Effects of the First World War Causes and Effects of the Second World War International Developments in the Post-World War II Era

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Part III Appendixes | Appendix B: STAR STS Reporting Clusters

Appendix B: STAR STS Reporting Clusters The tables in this appendix present the reporting clusters, the number of items in each reporting cluster, and the average percent correct for a sample of students statewide for the STS, a grade-level test administered for to Spanish-speaking English learners in grades two through seven. The “Average Percent Correct” column provides the expected average percent correct scores on each cluster for a representative sample of the state’s students who took the STS. Performance-level scores are not available in 2008 for the STS. Therefore, Minimally Proficient and Minimally Advanced scores are not included in these tables.

STS for Reading/Language Arts Reporting Clusters CALIFORNIA READING/LANGUAGE ARTS STANDARDS TESTS Number of Questions for 2008 Reporting Clusters and the Average Percent Correct on Each Reporting Cluster No. of Questions

Avg % Correct Statewide—All

Grade 2 Word Analysis and Vocabulary Development Reading Comprehension Literary Response and Analysis Written Conventions Writing Strategies

22 15 6 14 8

70 62 75 67 43

Grade 3 Word Analysis and Vocabulary Development Reading Comprehension Literary Response and Analysis Written Conventions Writing Strategies

20 15 8 13 9

70 53 56 57 52

Grade 4 Word Analysis and Vocabulary Development Reading Comprehension Literary Response and Analysis Written Conventions Writing Strategies

18 15 9 18 15

63 52 45 60 53

Grade

Reporting Cluster

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Part III Appendixes | Appendix B: STAR STS Reporting Clusters

STS for Mathematics Reporting Clusters CALIFORNIA MATHEMATICS STANDARDS TESTS Number of Questions for 2008 Reporting Clusters and the Average Percent Correct on Each Reporting Cluster Grade/ Test

No. of Questions

Avg % Correct Statewide—All

Grade 2 Place Value, Addition, and Subtraction Multiplication, Division, and Fractions Algebra and Functions Measurement and Geometry Statistics, Data Analysis, and Probability

15 23 6 14 7

68 66 64 74 73

Grade 3 Place Value, Fractions, and Decimals Addition, Subtraction, Multiplication, Division Algebra and Functions Measurement and Geometry Statistics, Data Analysis, and Probability

16 16 12 16 5

66 70 63 71 77

Grade 4 Decimals, Fractions, and Negative Numbers Operations and Factoring Algebra and Functions Measurement and Geometry Statistics, Data Analysis, and Probability

17 14 18 12 4

67 60 66 62 57

Reporting Cluster

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Part III Appendixes | Appendix C: STAR CST Scale Score Ranges

Appendix C: STAR CST Scale Score Ranges Performance Level Scale Score Ranges—CSTs Content Area

Far Below Basic

Below Basic

Basic

Proficient

Advanced

2

150 – 261

262 – 299

300 – 349

350 – 401

402 – 600

3

150 – 258

259 – 299

300 – 349

350 – 401

402 – 600

4

150 – 268

269 – 299

300 – 349

350 – 392

393 – 600

5

150 – 270

271 – 299

300 – 349

350 – 394

395 – 600

6

150 – 267

268 – 299

300 – 349

350 – 393

394 – 600

7

150 – 262

263 – 299

300 – 349

350 – 400

401 – 600

8

150 – 265

266 – 299

300 – 349

350 – 394

395 – 600

9

150 – 264

265 – 299

300 – 349

350 – 396

397 – 600

10

150 – 262

263 – 299

300 – 349

350 – 391

392 – 600

11

150 – 258

259 – 299

300 – 349

350 – 395

396 – 600

2

150 – 235

236 – 299

300 – 349

350 – 413

414 – 600

3

150 – 235

236 – 299

300 – 349

350 – 413

414 – 600

4

150 – 244

245 – 299

300 – 349

350 – 400

401 – 600

5

150 – 247

248 – 299

300 – 349

350 – 429

430 – 600

6

150 – 252

253 – 299

300 – 349

350 – 414

415 – 600

7

150 – 256

257 – 299

300 – 349

350 – 413

414 – 600

150 – 256

257 – 299

300 – 349

350 – 413

414 – 600

Grade/Test

English–Language Arts

Mathematics

General Mathematics

Note: The General Mathematics Standards Test assesses grade 8 and 9 students’ knowledge of California’s grade 6 and 7 mathematics content standards. Students who are not yet in Algebra I or who are taking the first year of a two-year Algebra I course take this test. Algebra I

150 – 252

253 – 299

300 – 349

350 – 427

428 – 600

Geometry

150 – 246

247 – 299

300 – 349

350 – 417

418 – 600

Algebra II

150 – 256

257 – 299

300 – 349

350 – 415

416 – 600

Summative High School Mathematics

150 – 234

235 – 299

300 – 349

350 – 419

420 –600

Integrated Mathematics 1

150 – 248

249 – 299

300 – 349

350 – 424

425 – 600

Integrated Mathematics 2

150 – 257

258 – 299

300 – 349

350 – 417

418 – 600

Integrated Mathematics 3

150 – 251

252 – 299

300 – 349

350 – 427

428 – 600

August 2008

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Part III Appendixes | Appendix C: STAR CST Scale Score Ranges Content Area

Far Below Basic

Below Basic

Basic

Proficient

Advanced

Grade 5 Grade 4 – 5 Standards

150  267

268  299

300  349

350  409

410  600

Grade 8 Science

150 – 252

253 – 299

300 – 349

350 – 402

403 – 600

Grade 10 Life Science

150 – 268

269 – 299

300 – 349

350 – 398

399 – 600

Earth Science

150 – 276

277 – 299

300 – 349

350 – 392

393 – 600

Biology

150 – 275

276 – 299

300 – 349

350 – 393

394 – 600

Chemistry

150 – 275

276 – 299

300 – 349

350 – 393

394 – 600

Physics

150 – 275

276 – 299

300 – 349

350 – 392

393 – 600

Integrated/Coordinated Science 1

150 – 276

277 – 299

300 – 349

350 – 389

390 – 600

Integrated/Coordinated Science 2

150 – 277

278 – 299

300 – 349

350 – 390

391 – 600

Integrated/Coordinated Science 3

150 – 275

276 – 299

300 – 349

350 – 390

391 – 600

Integrated/Coordinated Science 4

150 – 275

276 – 299

300 – 349

350 – 396

397 – 600

Grade 8 Grade 6–8 Standards

150 – 270

271 – 299

300 – 349

350 – 395

396 – 600

Grade 11 United States History

150 – 269

270 – 299

300 – 349

350 – 400

401 – 600

World History

150 – 274

275 – 299

300 – 349

350 – 399

400 – 600

Grade/Test

Science

History–Social Science

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Part III Appendixes | Appendix D: STAR CST Conditional Standard Errors of Measurement (CSEM)

Appendix D: STAR CST Conditional Standard Errors of Measurement (CSEM) Scale Score CSEM for the 2008 California Standards Tests Subject Area

Test Name

Below Basic Min SS CSEM

Basic Min SS CSEM

Proficient Min SS CSEM

Advanced Min SS CSEM

2 3 *4 5 6 *7 8 9 10 11 * Including writing prompt 2 3 4 5 6 7 General Mathematics Algebra I Geometry Algebra II High School Mathematics Integrated Mathematics 1 Integrated Mathematics 2 Integrated Mathematics 3

262 259 269 271 268 263 266 265 263 259

14 15 14 13 13 15 15 15 13 15

300 300 300 300 300 300 300 300 300 300

13 14 13 13 12 14 14 13 13 14

350 350 350 350 350 350 350 350 350 350

14 16 13 13 13 14 14 14 14 15

402 402 393 395 394 401 395 397 392 396

17 21 15 15 15 16 17 17 17 18

236 236 245 248 253 257 257 253 247 257 235 249 258 252

18 17 15 19 17 17 17 20 17 18 17 21 20 22

300 300 300 300 300 300 300 300 300 300 300 300 300 300

17 17 14 18 15 16 16 18 15 18 16 19 18 21

350 350 350 350 350 350 350 350 350 350 350 350 350 350

19 19 15 19 16 17 17 18 16 17 18 19 17 20

414 414 401 430 415 414 414 428 418 416 420 425 418 428

25 23 19 23 20 20 20 22 22 22 24 23 20 24

Science

5 8 10 Biology Chemistry Earth Science Physics

268 253 269 276 276 277 276

16 23 16 14 14 14 14

300 300 300 300 300 300 300

16 22 15 13 13 14 14

350 350 350 350 350 350 350

17 24 16 14 15 14 14

410 403 399 394 394 393 393

22 27 19 17 18 18 16

History–Social Science

World History

English– Language Arts

Mathematics

8 11

271

16

300

15

350

15

396

17

275

17

300

18

350

17

400

20

270

19

300

18

350

17

401

20

Note: CSEMs for Integrated Science are not included.

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Part III Appendixes | Appendix E: CAPA Scale Score Ranges

Appendix E: CAPA Scale Score Ranges Performance Level Scale Score Ranges—CAPA Content Area

Far Below Basic

Below Basic

Basic

Proficient

Advanced

I II III IV V

15 – 25 15 – 23 15 – 22 15 – 24 15 – 24

26 – 29 24 – 29 23 – 29 25 – 29 25 – 29

30 – 34 30 – 34 30 – 34 30 – 34 30 – 34

35 – 45 35 – 40 35 – 40 35 – 40 35 – 41

46 – 60 41 – 60 41 – 60 41 – 60 42 – 60

I II III IV V

15 – 20 15 – 25 15 – 24 15 – 25 15 – 26

21 – 29 26 – 29 25 – 29 26 – 29 27 – 29

30 – 34 30 – 34 30 – 34 30 – 34 30 – 34

35 – 42 35 – 40 35 – 42 35 – 40 35 – 40

43 – 60 41 – 60 43 – 60 41 – 60 41 – 60

Level

English–Language Arts

Mathematics

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Part III Appendixes | Appendix F: Normal Curve Equivalent (NCE) Ranges Corresponding to Percentile Ranks

Appendix F: Normal Curve Equivalent (NCE) Ranges Corresponding to Percentile Ranks NCE Ranges Corresponding to Percentile Ranks NCE Range

Percentile Rank

NCE Range

Percentile Rank

NCE Range

Percentile Rank

NCE Range

Percentile Rank

0.1 – 4.2 4.3 – 8.7 8.8 – 11.8 11.9 – 14.2 14.3 – 16.3 16.4 – 18.1 18.2 – 19.6 19.7 – 21.0 21.1 – 22.3 22.4 – 23.5 23.6 – 24.7 24.8 – 25.7 25.8 – 26.7 26.8 – 27.7 27.8 – 28.6 28.7 – 29.4 29.5 – 30.3 30.4 – 31.1 31.2 – 31.8 31.9 – 32.6 32.7 – 33.3 33.4 – 34.0 34.1 – 34.7 34.8 – 35.4 35.5 – 36.1

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

36.2 – 36.7 36.8 – 37.4 37.5 – 38.0 38.1 – 38.6 38.7 – 39.2 39.3 – 39.8 39.9 – 40.4 40.5 – 41.0 41.1 – 41.5 41.6 – 42.1 42.2 – 42.7 42.8 – 43.2 43.3 – 43.8 43.9 – 44.3 44.4 – 44.9 45.0 – 45.4 45.5 – 46.0 46.1 – 46.5 46.6 – 47.0 47.1 – 47.6 47.7 – 48.1 48.2 – 48.6 48.7 – 49.2 49.3 – 49.7 49.8 – 50.2

26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50

50.3 – 50.7 50.8 – 51.3 51.4 – 51.8 51.9 – 52.3 52.4 – 52.9 53.0 – 53.4 53.5 – 53.9 54.0 – 54.5 54.6 – 55.0 55.1 – 55.6 55.7 – 56.1 56.2 – 56.7 56.8 – 57.2 57.3 – 57.8 57.9 – 58.4 58.5 – 58.9 59.0 – 59.5 59.6 – 60.1 60.2 – 60.7 60.8 – 61.3 61.4 – 61.9 62.0 – 62.5 62.6 – 63.2 63.3 – 63.8 63.9 – 64.5

51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75

64.6 – 65.2 65.3 – 65.9 66.0 – 66.6 66.7 – 67.3 67.4 – 68.1 68.2 – 68.8 68.9 – 69.6 69.7 – 70.5 70.6 – 71.3 71.4 – 72.2 72.3 – 73.2 73.3 – 74.2 74.3 – 75.2 75.3 – 76.4 76.5 – 77.6 77.7 – 78.9 79.0 – 80.3 80.4 – 81.8 81.9 – 83.6 83.7 – 85.7 85.8 – 88.1 88.2 – 91.2 91.3 – 95.7 95.8 – 99.9

76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99

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Part III Appendixes | Appendix G: Parent/Guardian or District Request for Verification of 2008 Test Score

Appendix G: Parent/Guardian or District Request for Verification of 2008 Test Score Parents/guardians or district STAR coordinators may question 2008 CST, CMA, CAT/6 Survey, or STS scores for individual students. The following directions and the “Parent/Guardian or District Request for Verification of 2008 CST/CMA-CAT/6 Survey or STS Test Score” form on page 154 are to be used to request having the tests rescored. Parents/guardians or district STAR coordinators may request and pay for having multiple-choice tests for any content area or grade hand scored and/or writing tests rescored. The fee for hand scoring a multiple-choice test is $52, whether the parent/guardian or district STAR coordinator requests that one or all multiple-choice content areas be hand scored and regardless of whether the test is being rescored against the original scoring key or a different scoring key (for example, a test that was originally scored against the Grade Seven Mathematics key now being scored against the Algebra I key). The fee for rescoring a writing test is $90. The parent/guardian or district STAR coordinator is responsible for submitting a completed “Parent/ Guardian or District Request for Verification of 2008 CST/CMA-CAT/6 Survey or STS Test Score” form with a certified check or money order to cover the fee(s). The fee(s) will be fully refunded if the test score is changed as a result of the verification against the same key used for the original score—the fee would not be refunded if the test were scored against the key for a different test. For example, if the mathematics test for a student in grade nine were originally scored against the key for Algebra I and subsequently scored against the key for Algebra II, the fee would not be refunded. Requests must be received by October 10, 2008, because answer documents are scheduled to be destroyed on November 1, 2008. The process to request hand-scored verification of a 2008 test score is as follows: 1. The STAR test site coordinator or a school administrator should complete Section A of the “Parent/Guardian or District Request for Verification of 2008 Test Score” form on page 154. a. If the request is to have the multiple-choice test hand scored, the content area(s) should be specified by the requestor. If tests are not specified, all tests the student took will be hand scored. The charge is the same whether the request is for one or all multiple-choice content areas to be hand scored. b. If the request is to have a multiple-choice test hand scored using a different scoring key—that is, if the original scoring key is for the CST for Grade Seven Mathematics and the scoring key used in hand scoring is to be the CST for Algebra I; or the original scoring key is for the CST for Grade Four ELA and the scoring key used for hand scoring is to be the CMA for Grade Four ELA—the hand-scoring key should be specified. c. If the request is to have the Grade Four or Seven Writing Applications Standards component rescored, the STAR test site coordinator or an administrator is responsible for verifying that the student’s overall California English–Language Arts Standards Test score is basic (scale score of 300 through 349) and that a change in the Writing Applications score may result in changing the student’s overall ELA score to proficient. writing tests will not be rescored if the student’s current score does not meet these criteria. Use the following table to determine whether an increase in the student’s Writing Applications score might change the overall California English–Language Arts Standards Test score to proficient. Please keep in mind that the numerical increase in the raw score for the CST for ELA will translate into a larger-than-two-point increase in scale scores. For example, a student in grade four must have a scale score for ELA of at least 345 with an expected increase of two in the writing score to have a possible score change of basic to proficient. CST for Grade 4 ELA Scale Score 346 339 333 CST for Grade 7 ELA Scale Score 346 339 332 Minimum Increase Required in Writing +2 +4 +6 Score to Change ELA Score to Proficient

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Part III Appendixes | Appendix G: Parent/Guardian or District Request for Verification of 2008 Test Score

2. If the parent/guardian is the requestor, ensure that a school administrator completes Section A and signs the form. 3. If the parent/guardian is the requestor, the school administrator should meet with the parent/guardian to explain that the parent/guardian is responsible for: a. Paying all fee(s) associated with having the student’s score verified. The fee(s) will be refunded only if the student’s score changes on a test that is being scored against the same key used for the original score. b. Completing Section B of the form. c. Giving the form along with a certified check or money order to the district STAR coordinator, who will send it to ETS at the address printed on the form. The district STAR coordinator should give the parent/guardian a copy of the completed form. District STAR coordinators should serve as the primary contact for parents/guardians and should forward to ETS any questions they have. 4. If the district STAR coordinator is the requestor, the district is responsible for: a. Paying all fee(s) associated with having the student’s score verified. The fee(s) will be refunded only if the student’s score changes on a test that is being scored against the same key used for the original score. b. Completing Section B of the form. c. Mailing the form along with a certified check or money order to ETS at the address printed on the form. ETS will send the results of the score verification to the parent/guardian and the district.

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Part III Appendixes | Appendix G: Parent/Guardian or District Request for Verification of 2008 Test Score

Parent/Guardian or District Request for Verification of 2008 CST/CMA-CAT/6 Survey or STS Test Score After reviewing the child’s 2008 STAR Student Report for the CSTs-CAT/6 Survey, CMA-CAT/6 Survey, or STS, there are questions about the score(s) received, and the child’s parent/guardian or the district STAR coordinator requests that the CST, CMA, CAT/6 Survey, or STS multiple-choice tests be scored by hand and/or the grade four or grade seven CST Writing test be rescored. The hand-scoring or rescoring results will be mailed to the parent/guardian and the district approximately four (4) weeks after ETS receives a completed request form. If the score is changed for a test that is checked against the original scoring key, ETS will refund the fee. However, scores that changed because answers were checked against a scoring key for a different test will not result in a refund. Instructions for Section A: Ensure that a school administrator has completed Section A of this form if the requestor is the parent/guardian. Instructions for Section B: Have the requestor complete Section B of this form. Instructions for processing: Mail both pages of the form to ETS along with a certified check or money order payable to ETS. Please note that the fee to hand score a student’s test is the same no matter how many multiple-choice subjects are being hand scored or whether the responses are being scored against a scoring key for a different test. The request must be received by ETS no later than October 10, 2008. Requests received after October 10, 2008, cannot be processed and will be returned to the sender. Section A: To Be Completed by School or Site Administrator District Name:

School Name:

County Name:

CDS Code:

Student Name: Student Date of Birth:

Student ID: Gender:

Required information to rescore writing test: ETS will rescore a writing test only if the current ELA performance level is basic and the new writing score may change the ELA performance level to proficient.

Test Admin. Number:

Grade at time of testing: ELA Performance Level: ELA Scale Score: Writing Application Score:

I certify that I have discussed the following request with the parent/guardian of the student named above: Hand scoring the student’s multiple-choice test(s)

Rescoring the student’s writing test

School Administrator’s Name: (Please print)

Title:

School Administrator’s Signature:

Date:

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Part III Appendixes | Appendix G: Parent/Guardian or District Request for Verification of 2008 Test Score

Parent/Guardian or District Request for Verification of 2008 CST/CMA-CAT/6 Survey or STS Test Score, page 2 Section B: To Be Completed by the Requestor Requestor Name (Please print):

Requestor Signature:

Requestor Information Mailing Address: _____________________________________________________________________________ City: _________________________________ State: ______ Zip: ________ Telephone No.: Student’s grade at the time of testing:

2

3

4

5

6

7

8

9

10

11

What grade-level CST multiple-choice scoring key or keys should we use to hand score? Check any that apply. CST English–Language Arts CST Mathematics CST Science CST History–Social Science CAT/6 Survey What end-of-course Mathematics CST multiple-choice scoring key should we use to hand score? Check the test that was taken; EOC selections must be valid for the grade level checked. General Mathematics Integrated Mathematics 1 Algebra I Integrated Mathematics 2 Geometry Integrated Mathematics 3 Algebra II Summative High School Mathematics What end-of-course Science CST multiple-choice scoring key should we use to hand score? Check the test that was taken; EOC selections must be valid for the grade level checked. Biology Integrated/Coordinated Science 1 Earth Science Integrated/Coordinated Science 2 Chemistry Integrated/Coordinated Science 3 Physics Integrated/Coordinated Science 4 What end-of-course History–Social Science CST multiple-choice scoring key should we use to hand score? Check the test that was taken; EOC selection must be valid for the grade level checked. World History–Social Science What grade-level CMA multiple-choice scoring key or keys should we use to hand score? Check any that apply. CMA English–Language Arts CMA Mathematics CMA Science (grade 5 only) CAT/6 Survey What grade-level STS multiple-choice scoring key should we use to hand score? Check any that apply. STS Reading/Language Arts STS Mathematics Applicable Fees (check appropriate request box[es]) Hand Score Multiple-Choice Test(s)—CST-CAT/6 Survey Fee $52 for one or more subject(s) Hand Score Multiple-Choice Test(s)—CMA-CAT/6 Survey Fee $52 for one or more subject(s) Hand Score Multiple-Choice Test(s)—STS Fee $52 for one or more subject(s) Rescore Writing Test – Fee $90 Reminder: ETS will rescore writing tests only if the current ELA performance level is basic and the new writing score may change the ELA performance level to proficient. Total amount of check or money order enclosed: $ __________

DISTRICT STAR COORDINATOR: Mail form and certified check/money order to: STAR/ETS 2731 Systron Drive Concord, CA 94518 Deadline for ETS to receive request: October 10, 2008

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Part III Appendixes | Appendix H: Request to Correct 2008 STAR CST/CMA-CAT/6 Survey and CAPA Demographic Data

Appendix H: Request to Correct 2008 STAR CST/CMACAT/6 Survey and CAPA Demographic Data Correcting Demographic Data During August, the CDE distributed Academic Accountability (API/AYP) Data Review Report information to school districts and gave districts access to a data review Web site. Districts opting to correct data errors for the CSTs, CMA, CAT/6 Survey, and CAPA are to submit a “Request to Correct 2008 STAR (CST/CMACAT/6 Survey and CAPA) Demographic Data” form to the ETS STAR Technical Assistance Center (STAR TAC). Use the form to indicate that the district will be submitting information to: • Correct student demographic data • Match grades four and seven writing tests with multiple-choice tests • Correct the identification of “unknown” or mislabeled CSTs for mathematics (grades seven through eleven) or science (grades nine through eleven) and have them scored or rescored • Match grade three CST with CAT/6 Survey results, but only if the student took the CAT/6 Survey • Match grade three CMA or CAT/6 Survey results, but only if the student took the CAT/6 Survey • Match grade three CST-CAT/6 Survey with CMA results • Match grade three CMA-CAT/6 Survey with CST results The district may correct any of the allowed demographic data fields for a test administration. (See “Fields That May Be Corrected” on page 157.) Please note that: • The corrected data will be re-aggregated and re-posted on the Internet during December. • The corrected data will be forwarded to the CDE. • The district may request reprints of Summary Reports, Student Record Labels, and student data on CD. • STS results cannot be matched to CST/CMA or CAT/6 Survey results. • Demographic fields that may be corrected are used for AYP and API calculations. • STS test data are not available for correction.

Timeline Beginning of August 2008 Early to mid-September 2008 October 10, 2008 October 31, 2008

Forms available to request demographic data corrections First day for districts to enter corrections Last day for ETS to receive “Request to Correct STAR … 2008 Demographic Data” form Last day for districts to enter corrections

This is the district’s primary opportunity to correct these data. ETS will give Internet STAR Management System access to districts requesting the service. Records for all administrations will be available for correction, but districts will be charged only for the records within administration periods for which changes are made. The following services and associated fees are for the CST/CMA-CAT/6 Survey and CAPA. The fees include corrections for one or more data fields. The fee per student applies to all students tested in the district for each administration period for which corrections are being made, including students with no corrections.

CST End-of-Course Corrections Each mathematics and science end-of-course test has a code that identifies the course for the test. This code identifies the appropriate answer key to be used for machine scoring. If this code was incorrect or missing from answer documents, tests were either incorrectly scored or not scored at all. The district can change the code to correctly identify the end-of-course mathematics or science test taken.

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Part III Appendixes | Appendix H: Request to Correct 2008 STAR CST/CMA-CAT/6 Survey and CAPA Demographic Data

• The end-of-course tests will be rescored using the correct key. • The district may request reprints of Summary Reports and Student Record Labels. • The district may request reports of the individual students’ scale scores and performance levels.

Fields That May Be Corrected Update rules will be included with the Demographic Data Correction File Layout for the CST/CMA-CAT/6 Survey and CAPA in the Demographic Data Corrections Manual. The CDE will distribute Academic Accountability (API/AYP) Data Review Report information to school districts and give districts access to a data review Web site. Districts opting to correct data errors for the CSTs, CMA, CAT/6 Survey, and/or CAPA are to submit a “Request to Correct 2008 STAR CST/CMA-CAT/6 Survey and CAPA Demographic Data” form to STAR TAC. Use this form, which is found on page 159, to indicate that the district will be submitting information to: • Correct student demographic data • Match grade four or seven writing tests with multiple-choice tests • Match grade three CST, CMA, and CAT/6 Survey results • Correct the identification of “unknown” or mislabeled CSTs for mathematics (grades seven through eleven) or science (grades nine through eleven) and have them scored or rescored The lists that follow include information about correctable and noncorrectable data in the district’s Student Data File. Districts also have the option of correcting fields that are not specifically listed. “Demographic fields that may be corrected” are used for AYP and API calculations. Demographic fields that may be corrected are:

Demographic fields that may not be corrected are:

• SSID • County/District Code of Residence for students with IEPs • Special Testing Conditions, except for certain fields • Student’s English Proficiency • English Learner Date First Enrolled in U.S. School • R-FEP students in grades 5–11 scored PRO or ADV 3 years on CST for ELA • NSLP • Primary Disability (3-digit primary disability code; 000=no reported disability) • Primary Ethnicity • Parent Education Level • Attends Nonpublic, Nonsectarian School • Modifications Used • District of Residence • Adult Testing Irregularities • Inappropriate Test Preparation • CBEDS Enrollment—District • CBEDS Enrollment—School • CST Mathematics Test Taken • CST Science Test Taken • CAPA Level

• County District School Code • District Name • School Name • School Code • Grade Level of Test Taken (Enrollment grade may be changed.) • Braille

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Part III Appendixes | Appendix H: Request to Correct 2008 STAR CST/CMA-CAT/6 Survey and CAPA Demographic Data

Fees

• $630 setup fee for correcting CST/CMA-CAT/6 Survey and/or CAPA data. • $ .16 per student for every student record with or without corrections in the administration period(s) for which corrections are made. A record is any student data associated with a CST/CMA or CAPA test taken or with student data associated with an unmatched grade three CMA test taken. The district can order reports to be reprinted with the corrected data. Order the reports by test administration. The per-student fee is charged for CST/CMA-CAT/6 Survey and CAPA students tested within the administration. Report Student Reports (CST, CMA, CAPA) (paper) * Student Reports (CST, CMA, CAPA) (DVD-ROM) * Student Record Label * Student Master List * Group Summary CAT/6 Survey, District level Group Summary CAT/6 Survey, School level Student Master List Summary, District level Student Master List Summary, School level Subgroup Summaries (including Ethnicity for Economic Status report) Student Master List Summary: CST End-of-Course Results (mathematics, science, and history–social science) Student Data File on CD-ROM * Order these reports only if the district STAR coordinator will forward the reports to the schools where the students were tested. Do not order them for district office use. Reports cannot be ordered for individual students.

Corrections Procedure

Fee per Student $1.50 $0.25 $0.80 $0.60 $0.85 $0.85 $0.60 $0.60 $0.85 $0.60 $0.32 IMPORTANT If downloading and correcting the entire file, use text file (.txt) format only. Do not edit data in Microsoft Excel or any other application that could potentially reformat the data. Be sure to upload the entire corrected text file (.txt), including the header and trailer records. Do not change the sequence of any of the records in the file.

1. Complete and mail the appropriate “Request to Correct 2008 STAR … Demographic Data” to the ETS STAR Technical Assistance Center (STAR TAC) by October 9, 2008, using the address on the form. or Fax the request to STAR TAC using the number on the form by October 10, 2008. 2. When the district’s file is available for corrections, a STAR TAC representative will contact the district STAR coordinator with a username and password to access the STAR Management System Demographic Data Corrections module. 3. After receiving the username and password, login to the STAR Management System (visit http://www.startest.org and select the STAR Mgmt System button on the left navigation bar, and then select the appropriate link in the “STAR Management System” section) to correct individual student records online or to download and correct the entire file.

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Part III Appendixes | Appendix H: Request to Correct 2008 STAR CST/CMA-CAT/6 Survey and CAPA Demographic Data

Request to Correct 2008 STAR CST/CMA-CAT/6 Survey and CAPA Demographic Data Form County Code:

District Code:

District Name: Purchase Order #:

Administration Period(s):

A purchase order is required before corrections can be processed. Submit P.O. with this form.

‰ ‰

Make CST/CMA-CAT/6 Survey and CAPA corrections via Internet ($630 set-up fee + $.16 per student record for all students within each administration period for which any records are being corrected) Reprint CST/CMA-CAT/6 Survey reports for administration period

# Students Set-up fee and per student costs for correcting CST/CMACAT/6 Survey and CAPA data files Report Name Use this section to order reports for demographic corrections only. # Students STAR Student Reports (paper) STAR Student Reports (PDF on DVD-ROM) Student Record Label Student Master List Group Summary CAT/6 Survey, School level Group Summary CAT/6 Survey, District level Student Master List Summary CST, School level Student Master List Summary CST, District level Subgroup Summary, including Ethnicity for Economic Status for CST and CAPA Master List Summary: CST End-of-Course Results (math, science, history–social science), School level Master List Summary: CST End-of-Course Results (math, science, history–social science), District level Student Data File CD Total Cost for Order

District STAR Coordinator (Print name)

Costs $630 plus $.16 per student per admin

Price per Student 1.50 .25 .80 .60 .85 .85 .60 .60 .85

Total Cost

Total Cost (# Students x Price per Student)

.60 .60 .32

District STAR Coordinator (Signature)

Date District Superintendent (Print name)

District Superintendent (Signature)

Date Fax form by October 10, 2008, to: 800-541-8455

OR

Mail form by October 9, 2008, to: ETS STAR Technical Assistance Center 2731 Systron Drive • Concord, CA 94518 Attn.: Data Corrections

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Part III Appendixes | Appendix I: California Reading List Number

Appendix I: California Reading List Number Using the California Reading List Web Site Individual CST reports such as the STAR Student Report show a recommended reading list number from 1 to 13+ that can be used to obtain a list of books for the student to read independently.

The California Reading List (CRL) number is based on the student’s score for the CST for English– Language Arts. A CRL is not calculated for students who take the CMA for ELA. CRL numbers are limited by the difficulty level of the test as well as by the student’s score on the test. CRL numbers are not a reading grade level. To look up a CRL for a student: 1. Go to the STAR home page: http://star.cde.ca.gov. 2. Select the link California Reading List in the “California Reading List” section. 3. Read the introductory information about the CRL. 4. Select the link Search for a reading list to open the California Reading List Search page.

5. Select the down arrow for the Grade Level dropdown list to choose the student’s grade. 6. Select the down arrow for the Reading List # dropdown list, and then select the CRL number from the student’s STAR Student Report. 7. Enter a keyword to limit the search to certain titles or authors or skip the Keywords field. 8. Select the Find It! button. The California Reading List Search Results page displays the search results. Note: “NP” is printed in the Reading List # column for books that include nonstandard prose. These are books of poems, plays, and songs or books with incorrect or no punctuation.

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Part III Appendixes | Appendix I: California Reading List Number

9. For more information about a specific book—for example, Across the Lines—select the book’s title, which is a hypertext link. The Book Summary page will open.

This page includes the following additional information about the book: • Availability. In the sample above, the book is available at both the library and at bookstores. Books marked Library but not Purchase are those that may be out of print and are generally not available at bookstores. A book marked Purchase is available at bookstores and/or Web sites that sell books as well as at the library. • Summary. A brief summary of the book. • Type of Book. The type of reading material, such as nonfiction, fiction, fantasy, or poetry. A school subject will also appear for books that relate directly to such subjects as history–social science, science, and English–language arts/writing.

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Part III Appendixes | Appendix J: Glossary of Statistical Terms

Appendix J: Glossary of Statistical Terms average percent correct

The sum of actual correct items by all students—raw scores—in the group who have a valid score, divided by the total number of items in the group of questions being analyzed (which is the total number of items in the cluster or test, divided by the number of students who have a valid score); then multiplied by 100 and rounded to the nearest whole number. Also written: {[(Σ Raw scores / # of students in the group) / Number of questions on the test] * 100, rounded to nearest whole number} mean scale score

The average of the valid scale scores for the group of students is the sum of the scale scores divided by the number of students with scale scores. [(Σ scale scores / Number of students with scale scores)] For the CSTs, the scale score is a value from 150 to 600 with 350 as the lowest score for the proficient performance level. For the CAPA, the scale score is a value from 15 to 60 with 35 as the lowest score for the proficient performance level. National Percentile Rank (NPR)

The percentile rank is a number between 1 and 99 indicating the percent of students in a national sample of students (norm group) in the same grade tested at the same time during the school year that had the same or a lower score. Percentiles should not be averaged because they do not constitute an equal interval scale. For example, if a student received a raw score of 95 on a mathematics test and this score was greater than or equal to the scores of 88% of the students taking the test, then the student’s percentile rank would be 88. The student scored at the 88th percentile. normal curve equivalent (NCE)

A transformation of a test score to a value on a scale from 1 to 99. NCEs are normalized scores with a mean of 50 and standard deviation of 21.06, chosen so that NCE values of 1, 50, and 99 equal percentile values at 1, 50, and 99. NCEs have an equal interval scale, meaning that NCEs may be averaged for groups of scores. Notes: • NCE is a way of measuring where a student’s score falls along the normal curve. • The numbers on the NCE line run from 1 to 99, similar to percentile ranks, which indicate an individual student’s rank, or how many students out of one hundred had a lower score. percent correct

Percent correct is equal to the raw score divided by the number of questions in the given subject or reporting cluster. percentile rank

A number between 1 and 99 indicating the percent of scores for students in a norm group that had the same or a lower score. The percentile is a point on a scale of scores at or below which a given percent of the scores fell. Examples: If a student received a score of 95 on a mathematics test and this score was greater than or equal to the scores of 88% of the students taking the test, then the student’s percentile rank would be 88. The student’s score would be at the 88th percentile. A student, who scores at the 42nd percentile, is doing as well as, or better than, 42 percent of the students who took the same test. performance levels

Performance on the CSTs and CAPA is measured at one of five levels: advanced, proficient, basic, below basic, or far below basic, with proficient marking the state’s target performance level for all students. Performance levels are derived from the scale score for a student. CST and CAPA performance levels are:

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Part III Appendixes | Appendix J: Glossary of Statistical Terms

ADV = Advanced PRO = Proficient B = Basic

BB = Below basic FBB = Far below basic

quartiles

Three quartiles (25th, 50th, and 75th percentiles) divide the scores into four quarters. Percentile ranks (PRs) between 1 and 25 are in the first or lowest quarter, PRs between 25 and 50 in the second quarter, PRs between 50 and 75 in the third quarter, and PRs between 76 and 99 in the fourth or highest quarter. Quartiles are used for reporting the CAT/6 Survey results for groups of students as follows: Percent of students scoring above the 75th National Percentile Rank (NPR) Percent of students scoring at or above the 50th NPR Percent of students scoring above the 25th NPR The following example from a school report shows how to calculate the percent of students at the school who scored in each quarter of the distribution for the norm group. Percentiles National Norm Group This School % above 75 25 5 % at or above 50 50 38 % above 25 75 63 Percent of Scores in Each Quarter th

4 Quarter 3rd Quarter 2nd Quarter 1st Quarter

(PRs of 76–99) (PRs of 51–75) (PRs of 26–50) (PRs of 1–25)

National Norm Group 25 25 25 25

This School 5 33 (38–5) 25 (63–38) 37 (100–63)

quintiles

Four quintiles (20th, 40th, 60th, and 80th percentiles) divide the scores into five groups: Percentile ranks between 80 and 99 (highest fifth) Percentile ranks between 60 and 79 Percentile ranks between 40 and 59 Percentile ranks between 20 and 39 Percentile ranks between 1 and 19 (lowest fifth)

raw score

Raw scores identify the number of questions answered correctly on a test or subtest. Raw scores do not take into account differences in the difficulties of different test forms. Therefore, raw scores should not be used to compare student performance on different administrations of the same exam. scale score

A mathematical transformation of a raw score. Scale scores take into account difficulty, whereas percent correct scores do not. A scale score allows different test administrations to be compared directly. Notes: • A scale score is derived from a statistical process. It is not possible to calculate a scale score by multiplying a student’s percent correct in a content area by 600. • CST scale scores range from 150 to 600. The lowest scores for basic and proficient are always 300 and 350, respectively. Lowest scores for below basic and advanced vary by content area and grade. • CAPA scale scores range from 15 to 60. The lowest scores for basic and proficient are 30 and 35 respectively. • CAT/6 Survey scale scores are useful for reporting changes over time as the scores are “vertically scaled.” CAT/6 Survey scale scores range from 1 to 999. • Neither CAT/6 Survey nor CST scale scores should be used to compare a student’s score in different subjects.

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2008 STAR Post-Test Guide œ 163 © 2008 by the California Department of Education

Part III Appendixes | Appendix J: Glossary of Statistical Terms standard deviation (SD)

Standard deviation is a measure of variance in the scores. About 68% of all scores will be plus or minus one standard deviation from the mean. About 95% of the scores will be within plus or minus two standard deviations from the mean. stanine

Stanine or “standard nine” divides the distribution into nine parts. Stanine 1 2 3 4 5 6 7 8 9

Percentile Range 1–4 5–10 11–22 23–40 41–59 60–77 78–89 90–95 96–99

Below Average

Average

Above Average

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