Post-Test Guide Technical Information - startest.org · Post-Test Guide Technical Information ... Table II.8 STAR Student Record Label Descriptions ... The Roster of EAP Results will

2007 CALIFORNIA Standardized Testing and Reporting

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for STAR District and Test Site Coordinators

and Research Specialists

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

STAR Program

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 © 2007 by the California Department of Education

STAR Program

August 2007 2007 STAR Post-Test Guide i © 2007 by the California Department of Education

Table of Contents Part I General Information ....................................................................................................................................1

Chapter I.1 New in 2007...................................................................................................................................2 Chapter I.2 Introduction...................................................................................................................................4

Purpose of the Reports and Using the Results ................................................................................................................ 4 Overview .......................................................................................................................................................................... 4 Types of Reports .............................................................................................................................................................. 5 Grades and Subjects Reported ........................................................................................................................................ 6 A Note About Accommodations and Modifications........................................................................................................... 7

Accommodations........................................................................................................................................................... 7 Modifications ................................................................................................................................................................. 7

Chapter I.3 Interpreting Reports.....................................................................................................................8 Equating and Scaling ....................................................................................................................................................... 8 Scale Scores for the STAR Program................................................................................................................................ 8

CST ............................................................................................................................................................................... 8 CAT/6 Survey ................................................................................................................................................................ 9 CAPA............................................................................................................................................................................. 9 STS ............................................................................................................................................................................... 9

Interpreting Scale Scores and Performance Levels to Evaluate Instructional Programs.................................................. 9 Interpreting Reporting Clusters ........................................................................................................................................ 9

CST and STS ................................................................................................................................................................ 9 Interpreting CAT/6 Survey Results ................................................................................................................................. 11

Chapter I.4 Comparing Results ....................................................................................................................13 Comparing CST Results................................................................................................................................................. 13

Comparing Scale Scores and Performance Levels for Groups ................................................................................... 14 Comparing Scale Scores and Performance Levels for Individual Students................................................................. 15

Comparing CAT/6 Survey Results ................................................................................................................................. 16 Comparing STS Results................................................................................................................................................. 16

Part II Report Descriptions.................................................................................................................................17 Chapter II.1 Report Descriptions ..................................................................................................................18

STAR CST-CAT/6 Survey, CAPA, and STS Printed Reports......................................................................................... 18 Viewing Report Samples ................................................................................................................................................ 24 Report Modes................................................................................................................................................................. 24

Chapter II.2 Summary Reports .....................................................................................................................25 STAR Student Master List Summary.............................................................................................................................. 25

Grade 4 Student Master List Summary Sample .......................................................................................................... 26 Grade 4 Student Master List Summary Sample .......................................................................................................... 30 Grade 10 Student Master List Summary Sample (Without CAPA) .............................................................................. 31

STAR Student Master List Summary: End-of-Course .................................................................................................... 32 End-of-Course Math Student Master List Summary Sample ....................................................................................... 33 Biology Student Master List Summary Sample ........................................................................................................... 36

STAR Subgroup Summary............................................................................................................................................. 37 Subgroup Summary Sample ....................................................................................................................................... 38 Descriptions of Subgroups .......................................................................................................................................... 41

STAR Group Summary: CAT/6 Survey .......................................................................................................................... 58 Group Summary Sample ............................................................................................................................................. 59

Chapter II.3 Individual Reports .....................................................................................................................62 STAR Student Record Label .......................................................................................................................................... 62

Student Record Label Samples................................................................................................................................... 63 STAR Student Master List.............................................................................................................................................. 66

Student Master List Samples....................................................................................................................................... 67 Master List Sample Records ....................................................................................................................................... 70

STAR Student Reports................................................................................................................................................... 72 Student Report for CST—Front Page, Top: Student Information, Grade 3 ................................................................. 73 Student Report for CSTs—Front Page, Bottom: Student’s Overall Results on the California Standards Tests, Grade 3.................................................................................................................................................................................... 74 Student Report for CSTs—Back Page, Top: Student’s Strengths and Needs, Grade 3.............................................. 75 Student Report for CST—Back Page, Bottom: Student’s California Reading List Number and National Comparison, Grade 3 ....................................................................................................................................................................... 77 Student Report for CSTs—Grade 4 Sample for Parents/Guardians............................................................................ 79 Student Report for CSTs—Grade 11 Sample for Parents/Guardians.......................................................................... 81 Student Report for CAPA—Front Page, Top: Student Information.............................................................................. 83 Student Report for CAPA—Front Page, Bottom: Student’s Results ............................................................................ 84

STAR Program

ii 2007 STAR Post-Test Guide August 2007 © 2007 by the California Department of Education

Student Report for CAPA—Back Page, Top: Testing Levels ...................................................................................... 85 Student Report for CAPA—Back Page, Bottom: Performance Levels ........................................................................ 85 Student Report for CAPA—Grade 5 Level II Sample for Parents/Guardians .............................................................. 86 Student Report for STS—Front Page, Top: Student Information, Grade 3.................................................................. 88 Student Report for STS—Front Page, Bottom: Student’s Overall Results on the Standards-based Tests in Spanish, Grade 3 ....................................................................................................................................................................... 89 Student Report for STS—Back Page, Top: Student’s Strengths and Needs, Grade 3................................................ 90 Student Report for STS—Back Page, Middle: Using STS Results, Grade 3 ............................................................... 91 Student Report for STS—Back Page, Bottom: More about STAR .............................................................................. 91 Student Report for STS—Grade 4 Sample for Parents/Guardians.............................................................................. 92

Chapter II.4 The California Report for Teachers .........................................................................................94 Types of Teacher Reports.............................................................................................................................................. 95 California Report for Teachers ....................................................................................................................................... 96

Teacher Report—Front: Performance ......................................................................................................................... 96 Teacher Report—Front: Reporting Clusters for Improvement ..................................................................................... 97 Teacher Report—Back: 2007 School Results ............................................................................................................. 98 Teacher Report—Back: School, District, and State Comparisons............................................................................... 99 Teacher Report—Back: Resources............................................................................................................................. 99 Teacher Report—Teacher Grade Report Sample ..................................................................................................... 100 Teacher Report—Teacher Course Report Sample ................................................................................................... 102

Chapter II.5 Internet Reports.......................................................................................................................104 Dates of Data Availability on the Web Site ................................................................................................................... 104 Using the STAR Reporting Web Site............................................................................................................................ 104

Accessing the STAR Reporting Web Site.................................................................................................................. 104 Getting Help .............................................................................................................................................................. 105

STAR Internet Reports ................................................................................................................................................. 107 Report Header........................................................................................................................................................... 107 CST Scores ............................................................................................................................................................... 108 CAT/6 Survey Scores................................................................................................................................................ 109 CAPA Scores: State .................................................................................................................................................. 110 CAPA Scores: County, District, or School ................................................................................................................. 112 STS Scores ............................................................................................................................................................... 113 CST Summary........................................................................................................................................................... 114

Part III Appendices ............................................................................................................................................115 Appendix A: STAR CST Reporting Clusters .............................................................................................116

CSTs for English–Language Arts Reporting Clusters................................................................................................... 117 CSTs for Mathematics Reporting Clusters ................................................................................................................... 119 CSTs for Science Reporting Clusters........................................................................................................................... 122 CSTs for History–Social Science Reporting Clusters ................................................................................................... 125

Appendix B: STAR STS Reporting Clusters..............................................................................................126 STS for Reading–Language Arts Reporting Clusters ................................................................................................... 126 STS for Mathematics Reporting Clusters ..................................................................................................................... 127

Appendix C: STAR CST Scale Score Ranges ...........................................................................................128 Performance Level Scale Score Ranges—CSTs ......................................................................................................... 128

Appendix D: STAR CST Conditional Standard Errors of Measurement (CSEM)...................................130 Scale Score CSEM for the 2007 California Standards Tests ....................................................................................... 130

Appendix E: CAPA Scale Score Ranges ...................................................................................................131 Performance Level Scale Score Ranges—CAPA ........................................................................................................ 131

Appendix F: Normal Curve Equivalent (NCE) Ranges Corresponding to Percentile Ranks................132 NCE Ranges Corresponding to Percentile Ranks........................................................................................................ 132

Appendix G: Parent/Guardian or District Request for Verification of 2007 Test Score........................133 Parent/Guardian or District Request for Verification of 2007 CST-CAT/6 Survey or STS Test Score......................... 135

Appendix H: Request to Correct 2007 STAR CST-CAT/6 Survey and CAPA Demographic Data........136 Correcting Demographic Data...................................................................................................................................... 136 Timeline........................................................................................................................................................................ 136 CST End-of-Course Corrections .................................................................................................................................. 137 Fields That May Be Corrected...................................................................................................................................... 137 Costs ............................................................................................................................................................................ 138 Corrections Procedure ................................................................................................................................................. 138 Request to Correct 2007 STAR CST-CAT/6 Survey and CAPA Demographic Data Form .......................................... 139

Appendix I: California Reading List Number.............................................................................................140 Using the California Reading List Web Site.................................................................................................................. 140

Appendix J: Glossary of Statistical Terms................................................................................................142

STAR Program

August 2007 2007 STAR Post-Test Guide iii © 2007 by the California Department of Education

List of Tables Table I.1 What’s New in 2007 .................................................................................................................................2 Table I.2 Reporting Matrix .......................................................................................................................................6 Table I.3 Hypothetical example of using CSTs to measure growth by comparing average scale scores ............14 Table I.4 Hypothetical example of using CSTs to measure growth by comparing percentages of students at proficient and above ..............................................................................................................................................15 Table II.1 2007 STAR CST-CAT/6 Survey, CAPA, and STS Printed Reports......................................................19 Table II.2 STAR Student Master List Summary Descriptions ...............................................................................27 Table II.3 STAR Student Master List Summary: End-of-Course Descriptions......................................................34 Table II.4 STAR Subgroup Summary Descriptions...............................................................................................39 Table II.5 Descriptions of Subgroups ....................................................................................................................41 Table II.6 Primary Disability Codes for Spring 2007 Administration .....................................................................54 Table II.7 STAR Group Summary: CAT/6 Survey Descriptions............................................................................60 Table II.8 STAR Student Record Label Descriptions............................................................................................63 Table II.9 STAR Student Master List Descriptions................................................................................................68 Table II.10 The Student Report for CSTs: Student Information Descriptions .......................................................73 Table II.11 The Student Report for CSTs: Student’s Overall Results Descriptions ..............................................75 Table II.12 The Student Report for CSTs: Student’s Strengths and Needs Descriptions ....................................77 Table II.13 The Student Report for CSTs: Student’s California Reading List Number and National Comparison Descriptions...........................................................................................................................................................78 Table II.14 The Student Report for CAPA: Student Information Descriptions ......................................................83 Table II.15 The Student Report for CAPA: Student’s Overall Results Descriptions .............................................84 Table II.16 The Student Report for STS: Student Information Descriptions .........................................................88 Table II.17 The Student Report for STS: Student’s Overall Results Descriptions ................................................89 Table II.18 The Student Report for STS: Student’s Strengths and Needs Descriptions ......................................90 Table II.19 Types of Teacher Reports...................................................................................................................95 Table II.20 STAR Teacher Report: Performance Section Descriptions................................................................96 Table II.21 STAR Teacher Report: Reporting Clusters for Improvement Section Descriptions ...........................97 Table II.22 STAR Teacher Report: 2007 School Results Section Descriptions ...................................................98 Table II.23 STAR Teacher Report: School, District, and State Comparisons Section Descriptions.....................99 Table II.24 Internet Report Header Descriptions.................................................................................................107 Table II.25 Internet CST Scores Report Descriptions.........................................................................................108 Table II.26 Internet CAT/6 Survey Scores Report Descriptions..........................................................................109 Table II.27 Internet CAPA State Report Descriptions .........................................................................................111 Table II.28 Internet CAPA County, District, or School Report Descriptions........................................................112 Table II.29 Internet STS Scores Report Descriptions .........................................................................................113 Table II.30 Internet CST Summary Report Descriptions.....................................................................................114

List of Figures Figure I.1 Sample Average Percent Correct Cluster Score ..................................................................................11

STAR Program

iv 2007 STAR Post-Test Guide August 2007 © 2007 by the California Department of Education

Post-Test Guide Acronyms and Initialisms API Academic Performance Index AYP Adequate Yearly Progress CAPA California Alternate Performance Assessment CAT/6 Survey California Achievement Test, Sixth Edition Survey CDE California Department of Education CRL California Reading List CSEM conditional standard error of measurement CST California Standards Test EAP Early Assessment Program EOC end-of-course EL English Learner ELA English–language arts IEP individualized education program I-FEP Initially–fluent English proficient NCE normal curve equivalent NPR National Percentile Rank NSLP National School Lunch Program PR percentile rank PR-S percentile rank-stanine RC reporting cluster R-FEP Reclassified–fluent English proficient RLA reading–language arts SD standard deviation SEM standard error of measurement SGID Student and Grade Identification sheet SS scale score SSID Statewide Student Identifier STAR Standardized Testing and Reporting STAR TAC STAR Technical Assistance Center STS Standards-based Tests in Spanish

PPaarrtt II GGeenneerraall IInnffoorrmmaattiioonn

Part I General Information

Part I General Information | Chapter I.1 New in 2007

2 2007 STAR Post-Test Guide August 2007 © 2007 by the California Department of Education

Chapter I.1 New in 2007 Table I.1 What’s New in 2007

Change Affected Report(s)

Standards-based Tests in Spanish (STS) are reported for students who took the grade 2, 3, or 4 test. Performance levels (Advanced, Proficient, et. al.) and scale scores are not reported this year.

- STAR Student Report for STS - STAR Student Record Label - Subgroup Summary reports - All grade-level reports on

which results for grades 2, 3, and 4 are presented, such as Student Master List.

Individual California Alternate Performance Assessment (CAPA) results are reported on a STAR Student Record Label.

- STAR Student Record Label

STAR Student Reports will arrive with the STAR district summary reports.

- STAR Student Report, CST, CAPA, STS

The STAR Student Report now includes the student’s number correct and percent correct for every reporting cluster in each test reported.

- STAR Student Report for CSTs

Students in grade 7 who were enrolled in an Algebra I course took the California Standards Test (CST) for Algebra I instead of the grade-level test.

- STAR Student Report for CSTs, Grade 7 students

- California Report for Teachers, Grade 7 teachers

- Student Record label, Grade 7 students

- Student Master List, Grade 7 - Student Master List Summary,

Grade 7

Students in grades 9, 10, and 11 who were enrolled in a world history course took the end-of-course (EOC) CST for World History. This CST was previously only taken by all students in grade 10.

- STAR Student Report for CSTs, Grades 9, 10, and 11

- Student Record label, Grades 9, 10, and 11

- Student Master List, Grades 9, 10, and 11

- Student Master List Summary EOC

Early Assessment Program (EAP) results will be included for students in Grade 11 who completed the EAP essay and answered multiple-choice questions in the CST for English–Language Arts, and/or answered questions in certain end-of-course CSTs for Mathematics.

- STAR Student Report for CSTs, Grade 11

The Roster of EAP Results will be shipped to districts with STAR summary reports.

- EAP Roster

Part I General Information | Chapter I.1 New in 2007

August 2007 2007 STAR Post-Test Guide 3 © 2007 by the California Department of Education

The term “State ID” has been replaced by “SSID” (Statewide Student Identifier).

- STAR Student Report, all tests

Student’s SSID has been added. - Student Master List - STAR Student Record Label

A line for the “number of students with scores” has been added to the CST, CAPA, STS, and California Achievement Tests, Sixth Edition Survey (CAT/6 Survey) reports.

- Student Master List Summary - Student Master List Summary:

EOC - Student Group Summary - Student Subgroup Summary - Internet Reporting

Users have the option to view an online CST Summary report that shows, for all CST subject areas tested, the percentage of students who scored proficient or advanced within the reporting population (state, county, district, or school).

- Internet Reporting

The student data file will be offered in ASCII text or XML formats.

- Student Data File

Students’ “Special Education Exit Date” is reported. - Student Data File

Student mobility information is no longer reported. - Student Data File

STS country of origin is reported. - Student Data File

Districts will be able to correct the SSID number during data corrections.

- Student Data File

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 of the results of these assessments to parents 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 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 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 about the STAR Program background can be found by visiting the STAR results Web site at http://star.cde.ca.gov/, clicking the STAR 2007 Test Results link, then clicking the Program Background link in the “More About STAR” section.

Overview The STAR Program consists of five components:

• California Standards Tests (CSTs) • 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)

The principal components of the STAR Program are the CSTs, 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 proficient or advanced. The CSTs carry the most weight for calculating school and district APIs. Additionally, 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 to have all students score proficient or above by 2014. The CSTs include the following grade-level tests:

• English–Language Arts—Grades 2 through 11 • Mathematics—Grades 2 through 7 • Science—Grades 5, 8, and 10 • History–Social Science—Grades 8 and 11



In addition, the following CSTs are administered as end-of-course examinations: ▪ General Mathematics* ▪ Algebra I ▪ Geometry ▪ Algebra II ▪ Integrated Mathematics 1 ▪ Integrated Mathematics 2 ▪ Integrated Mathematics 3 ▪ Summative High School Mathematics ▪ World History

▪ Biology ▪ Chemistry ▪ Earth Science ▪ Physics ▪ Integrated/Coordinated Science 1 ▪ Integrated/Coordinated Science 2 ▪ Integrated/Coordinated Science 3 ▪ Integrated/Coordinated Science 4

* Administered to grade 8 and 9 students who have not yet taken Algebra I Because the CSTs are the principal component of the STAR Program, teachers and administrators should use CST results to determine if instructional programs need to be modified to better help students become proficient on California’s content standards. It should be noted that test results should only be used in conjunction with multiple other measures when making decisions regarding an individual student’s educational needs. The CAPA also measures student performance on California’s content standards. CAPA assesses the performance of students with significant cognitive disabilities on sets of California’s content standards for English–language arts and mathematics (grades 2–11). Students’ individualized education program (IEP) teams determined, on a student-by-student basis, if each student would take the CSTs-CAT/6 Survey or the CAPA. Like the CSTs, CAPA results are used on API calculations for grades two through eleven and in AYP calculations for grades two through eight and ten. The STS tests permit students to demonstrate 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 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 are administered to Spanish-speaking English learners in U.S. schools for more than 12 months who were not receiving instruction in Spanish. In 2007, the STS were administered to students in grades two through four.

Types of Reports There are four types of STAR reports:

1. Summary Reports • STAR Student Master List Summary • STAR Student Master List Summary, End-of-Course • STAR Subgroup Summary • STAR Group Summary: CAT/6 Survey

2. Individual Reports • STAR Student Record Label • STAR Student Master List • Student Report for CSTs • Student Report for CAPA • Student Report for STS



3. Teacher Reports • California Report for Teachers—Grade • California Report for Teachers—Course • California Report for Teachers—Group

4. Internet Reports • CST Scores (State, County, District, School) • CST Summary Scores (State, County, District, School) • CAPA Scores (State, County, District, School) • STS Scores (State, County, District, School) • CAT/6 Survey Scores (State, County, District, School)

Internet reports are accessible online at http://star.cde.ca.gov/ and available to everyone. All other reports are sent to the independent charter school, county, or to the 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. Reports descriptions start on page 18.

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 can appear on a report for any grade. Results for the STS for Reading–Language Arts would appear on a report that includes students in grade 2, 3, or 4 who had taken the STS, or on the individual reports for students who had taken the STS. Please note that in grade 7 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 2 3 4 5 6 7 8 9 10 11

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 CAT/6 Survey for Reading CAT/6 Survey for Language CAT/6 Survey for Spelling CAT/6 Survey for Mathematics STS for Reading–Language Arts STS for Mathematics CAPA for English–Language Arts (all levels, all grades) CAPA for Mathematics (all levels, all grades)



A Note About Accommodations and Modifications Accommodations are changes to the administration of a test that do not change what is being tested. Modifications, on the other hand, are changes to the administration of a test that change what is being tested. Scores with modifications are counted differently for accountability and aggregate reporting purposes. The Matrix of Test Variations, Accommodations, and Modifications for Administration of California Statewide Assessments may be found at http://www.cde.ca.gov/ta/tg/sa/documents/matrix5.doc. Examiners administering the CAPA build any required accommodations or modifications students need into the tasks. Therefore, use of accommodations or modifications is neither collected nor reported for CAPA.

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 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, these do not change what was tested. The students’ scores appear the same as those for students tested without accommodations.

• The Student Master List and Student Record Labels indicate if 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. • Scores are counted between the 1st and 19th NPR for the CAT/6 Survey Group

Summary Report.

Part I General Information | Chapter I.3 Interpreting Reports


Chapter I.3 Interpreting Reports Equating and Scaling

When tests are constructed, every effort is made to make the tests from one year to another parallel and of the same level of difficulty. However, even with these 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 CAPA are in the California Alternate Performance Assessment Tests Technical Report. The procedures used in 2007 are the same as those described in the 2006 report. These technical reports also include raw score to scale score conversions for the testing year. The technical reports are posted at http://www.cde.ca.gov/ta/tg/sr/technicalrpts.asp. Grades two through four of the STS will be equated starting in 2008.

Scale Scores for the STAR Program Scale scores are important measures for the STAR Program. For the CSTs and CAPA, the performance levels are assigned on the basis of scale scores. Performance levels and scale scores will be available for the STS for grades 2, 3, and 4 starting in 2008. The scale score ranges for the performance levels are presented in Appendix C on page 128 for the CSTs and Appendix E on page 131 for the CAPA.

CST Range The range of possible scale scores for CSTs is 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 the same scores (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 test form difficulty permits this. Since 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 the test takers. Scale scores are used in the evaluation of overall student performance. Unlike raw scores (that is, number-correct scores or percent correct scores), 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 2007 may be compared to 2006 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 2007 compared with 2006. However, CST scale



scores for the same content area may not be compared across grades because CST scale scores are not vertically scaled (scaled across grades). Performance Levels The CST performance levels are: advanced, proficient, basic, below basic, or far below basic. The goal in California is to have all students perform at proficient or advanced. 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.

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 CAPA is 15 to 60 for each grade and subject. Performance Levels The CAPA performance levels are: advanced, proficient, basic, below basic, or far below basic. For the CAPA, basic is set at 30 and proficient is set at 35.

STS Performance levels and scale scores will be available for the STS for grades 2, 3, and 4 starting in 2008. In 2007, only percent correct scores were reported for STS tests.

Interpreting Scale Scores and Performance Levels to Evaluate Instructional Programs

Teachers and administrators should not use CST results in isolation to make inferences about instructional needs. Anyone using CST results to identify strengths and weaknesses in instructional programs should be familiar with the cautions and procedures in the next section, Interpreting Reporting Clusters.

Interpreting Reporting Clusters CST and STS

Reporting cluster information for the CSTs and for the STS is included on Student Master Lists, Student Master List Summaries, the STAR Student Reports, and the California Report for Teachers, which is available for 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 STS, performance levels will not be available until 2008. Therefore, only percent correct or average percent correct information is reported for each reporting cluster for STS in 2007. Since cluster scores are constructed from test questions of like content, as a group, they may be easier or more difficult 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 116 of this guide. STS reporting clusters and the number of items that comprise each are provided in Appendix B on page 126. 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, and in some cases,

the number of questions that makes up a reporting cluster may be quite small. The smaller number of questions results in scores that are less accurate than the overall test scores.

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—to adjust for differences in difficulty from year to year—this is not done for the reporting clusters.

Two useful reference points for interpreting reporting clusters for the CSTs are the performance on the clusters for students statewide who scored at the lowest score for proficient, and 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 STS in 2007 as performance levels will only be available for the STS grades 2 to 4 starting in 2008. The charts in Figure I.1 on the next page 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. The three vertical bars, in a grouping, show the average percent correct for a cluster score for 1) students statewide scoring at the lowest score for proficient, 2) students statewide scoring at the lowest score for advanced, and 3) the average percent correct for a hypothetical class of students in 2006 and 2007 (My Class 2007). Compared to the performance of students scoring just proficient or just advanced statewide in 2007, My Class 2007 performed better than statewide just-proficient students on Logic/Geom Proofs and Angle Relationships. They performed comparably with proficient students statewide on Trigonometry; performed less well than the proficient students statewide on Volume & Area, and performed better than proficient students statewide, but less well than advanced students statewide. Across all clusters, My Class 2007 performed less well than the just-advanced students statewide. Compared to the 2006 class, the 2007 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 2007 and 2006 are not directly comparable. There is, however, a comparison that can be made which is helpful: 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 2006, My Class fell below the statewide average of proficient students on Angle Relationships. However, in 2007, My Class average fell above the statewide average of just-proficient students. This suggests that My Class has made much progress in 2007 on Angle Relationships. As another example of a valid comparison, in the Volume & Area reporting cluster, My Class obtained the same average percent correct score in 2006 and 2007. However, in 2006, My Class performed slightly better than the statewide just-proficient students, while in 2007, My Class performed less well than the statewide just-proficient students. This indicates that My Class did not make progress from 2006 to 2007 on Volume & Area.

Figure I.1 Sample Average Percent Correct Cluster Score

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

100%

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Volume & Area AngleRelationships

Trigonometry

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My Class 2007 Just Proficient Students 2007 Just Advanced Students 2007

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 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 CSTs can be found starting on page 75.

Interpreting CAT/6 Survey Results 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 2007 and to the growth API between 2006 and 2007. 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 132 is based on this relationship, and provides the NCE intervals corresponding to each percentile rank as they are used by CTB/McGraw-Hill.

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, grade two ELA compared to grade two ELA or grade six mathematics compared to grade six mathematics. No direct comparisons should be made between grades or between content areas. Two types of comparisons are possible:

1. Comparing the average scale score; or 2. Comparing the percentage 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, county, or the state. When making comparisons, the reviewer should consider comparing the percentage of students scoring proficient and advanced, since the state target is for all students to score at or above proficient. Comparisons may also be made by calculating the overall percentage of students within a school who scored proficient and advanced and comparing this to the overall percentage of students in another school, the district, the county, or the state who scored proficient or advanced. The CST Summary report, accessed at http://star.cde.ca.gov, provides this information for CST results for a selected reporting population. Information about this report is found on page 114. 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. And 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 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 2007 may be compared to the 2006 scale scores for the same content area and grade is shown in Table I.3, below. In this table, hypothetical average CST scale scores for ELA are compared between 2006 and 2007 for the students in a particular school. Compared with average scale scores in 2006, these data indicate slightly higher scores in 2007 for grades 2, 4, and 6, a slightly lower score for grade 5, and a virtually identical score in grade 3. In addition to comparisons for all students, similar grade-by-grade comparisons of scale scores may be made for different subgroups of interest. However, because the ELA (and other test) scales are independent for each grade, it is not appropriate to calculate and compare average scale scores for the entire school or across grades.

Table I.3 Hypothetical example of using CSTs to measure growth by comparing average scale scores

2006 CST for ELA 2007 ELA for CST

Grade # Students Mean SS # 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 on the next page provides a second hypothetical example of how group-level CST results may be compared. In this example, the percentages of students scoring at or above proficient in ELA are compared between 2007 and 2006 across grades for the same school. Comparisons between 2007 and 2006 in Table I.4 indicate the same trends as Table I.3: a slightly higher percentage of grade 2, 4, and 6 students scored at proficient or above, a slightly lower percentage of grade 5 students scored at proficient or above, and the same percentage of grade 3 students scored 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, 2007 and 2006 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 numbers of students in each grade. For example, the results for grades 2 and 6 carry more weight in the calculations for 2006, but grades 3 and 4 carry more weight in the calculations for 2007. While these examples have only made comparisons across one year, for program evaluation it is important that results be compared across a number of years to verify that the trend is stable.

A scale score is derived from a statistical proc-ess. It is not pos-sible to calculate a scale score by multiplying a stu-dent’s percent correct in a con-tent area by 600.



Table I.4 Hypothetical example of using CSTs to measure growth by comparing percentages of students at proficient and above

2006 CST for ELA 2007 CST for ELA

Grade # Students % Prof or Above # 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 California Standards Test (CST) results only in conjunction with multiple other measures including, but not limited to, locally administered tests, teacher recommendations, and grades.

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 using 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 130 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, 1 1999, American Educational Research Association, American Psychological Association, and National Council on Measurement in Education.



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 CAT/6 Survey Results Since 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, and 2007. 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 National Percentile Rank (NPR). This is the percentage of students in the group purported to have demonstrated achievement at or above grade level and tells you the percentage of students in the tested group that scored at or above the score achieved by half (50%) of the students in the national sample (norm group). If the percent of students that scored at or above the 50th NPR is greater than 50, the group performed better than the national sample. The percentages of students that scored at or above the 50th NPR can be compared between and among schools and school districts, as well as used to compare a school’s test results to those of its school district, 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 percentage 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) 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 STS Results Because this is the first year of administration for the STS, there is currently no data that would allow comparison. Once this data has become available—that is, when 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. Performance levels and scale scores will be available for the STS for grades 2, 3, and 4 starting in 2008.

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Part II Report Descriptions

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


Chapter II.1 Report Descriptions STAR CST-CAT/6 Survey, CAPA, and STS Printed Reports

Please note that the California Department of Education (CDE) does not keep or maintain the CST-CAT/6 Survey, CAPA, or STS reports. Reports are kept and maintained at the district and subordinate levels. California Standards Tests are criterion-referenced tests that measure students’ progress toward mastering California Content Standards in English–language arts, mathematics, science, and history–social science. The California Achievement Tests, Sixth Edition Survey, is a norm-referenced test battery. The tests are used to assess how the achievement of California students in grades 3 and 7 ranks against the achievement of national samples of students tested in these grades at about the same time of the school year. The California Alternate Performance Assessment is also criterion-referenced. It measures the progress of students with significant cognitive disabilities toward mastering sets of California’s content standards. Standards-based Tests in Spanish permit students to demonstrate achievement of the California Content Standards in reading–language arts and mathematics through primary language tests that are aligned to the standards.

Part II Report Descriptions | Chapter II.1 Report Descriptions


Table II.1 2007 STAR CST-CAT/6 Survey, CAPA, and STS Printed Reports

2007 STAR CST-CAT/6 SURVEY, CAPA, AND STS PRINTED REPORTS DESCRIPTION USE AND DISTRIBUTION Student Master List Summary (CST, CAPA, and STS) This report summarizes student results for CSTs, CAPA, and STS at the school, district, county, and state level for each grade. It does not include any individual student information. It does not include information on the CAT/6 Survey. For each CST and STS grade and CAPA 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, and number tested with scores

• Mean percent correct, mean scale score, and scale score standard deviation for each subject tested for CST1 and CAPA6

• Number and percentage of students scoring at each CST or CAPA performance level3

• For CSTs only, the number of items for each reporting cluster and the mean percent correct

• For the CSTs for grades 4 and 7 only, the Writing Application score

• For STS only, the percentage correct for each subject2 tested

Note: Summaries for specific CSTs for mathematics, science, and history–social science across grades are provided in the Student Master List Summary—End-of-Course (EOC) report.

This report is a resource for evaluators, researchers, teachers, parents/guardians, community members, and administrators. One copy is sent to the school and one 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.

Student Master List Summary – End-of-Course (CST) This report summarizes Student Master List information for end-of-course CSTs for mathematics, science, and history–social science across grades at the school, district, county, and state level. It does not include any individual student information. It does not include information on the CAT/6 Survey, CAPA, or STS. At grades 7–11, CSTs for end-of-course mathematics are given in the following subjects: Algebra I, Geometry, Algebra II, General Math (grades 8 and 9), Integrated Mathematics 1, 2, and 3, and Summative High School Math (grades 9–11). At grades 9–11, CSTs for end-

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




2007 STAR CST-CAT/6 SURVEY, CAPA, AND STS PRINTED REPORTS DESCRIPTION USE AND DISTRIBUTION of-course science are offered in the following subjects: Biology, Chemistry, Physics, Earth Science, and Integrated/Coordinated Science 1, 2, 3, and 4. For each of these CSTs, the following data are summarized:

• By subject1 tested, number of students enrolled, number and percent of students tested, number and percent of valid scores, and number tested with scores

• Mean percent correct • Mean scale score • Scale score standard deviation • Number and percentage of students

scoring at each CST performance level3 • The number of items for each reporting

cluster and the mean percent correct

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 student-identifying information and are aggregated at the school, district, county, and state level. CAPA statistics are listed by CAPA level. CST, CAT/6 Survey4, CAPA, and STS information is provided on this report. For each subgroup within a report, and for the total number of students, the following is 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 • Standard deviation of scale score • Number and percentage of students

scoring at each CST or CAPA performance level3

• Percentage correct for each subject for STS2

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




2007 STAR CST-CAT/6 SURVEY, CAPA, AND STS PRINTED REPORTS DESCRIPTION USE AND DISTRIBUTION 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 level. For each CAT/6 Survey subject5 this report provides:

• 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: o Above the 75th percentile o At or above the 50th percentile o Above the 25th percentile

• Percent of students scoring within each fifth of the national distribution

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


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 STS2: • Percentage correct

For the CAT/6 Survey5: • Scale scores • National percentiles—stanines • NCEs

For the CAPA6: • Scale scores • Performance levels3

This report includes individual student results and is not distributed beyond the student’s school. A school may receive more than one record label for a student if that student took both the CST and the STS.



2007 STAR CST-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, the CAT/6 Survey, the CAPA, and the STS. For the CSTs:

• Percent correct for each reporting cluster within each subject1 tested

• A scale score and a performance level2 for each subject1 tested

• California Reading List number For the CAT/6 Survey4:

• Percentile ranks • Stanines • NCEs

For the CAPA: • A scale score and a performance level3 for

each subject6 tested For the STS:

• Percent correct for the subject2 tested • Percent correct for each reporting cluster

within each subject2 tested

This report provides administrators and teachers with a quick reference to third and seventh grade students’ CAT/6 Survey results; 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 CSTs and CAT/6 Survey based on the tests the student took. For CSTs-CAT/6 Survey, this report provides parents/guardians and teachers with the student’s results in tables and graphs. For the CSTs:

• Scale scores • Performance levels3 • Number and percent correct in each

reporting cluster • Comparison of the student’s scores on

specific content areas (reporting clusters) to the range of scores of students statewide who scored at 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 Survey4:

• Percentiles by subject5 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.

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 to parents/ guardians by the district. For mailing, use a size 10 left-hand window envelope. Fold the report in thirds so that the address, if printed, will appear in the window.



2007 STAR CST-CAT/6 SURVEY, CAPA, AND STS PRINTED REPORTS DESCRIPTION USE AND DISTRIBUTION The STAR Student Report—CAPA This report provides parents/guardians and teachers with the student’s results in tables and graphs. Data presented include:

• Scale scores • Performance levels3 • Descriptions of performance levels

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 copies of this report are provided for each student: One is for the student’s current teacher, and one is to be distributed to parents/ guardians by the district. For mailing, use a size 10 left-hand window envelope. Fold the report in thirds so that the address, if printed, will appear in the window.

The STAR Student Report—STS This report provides parents/guardians and teachers with the student’s percent correct results in tables and graphs and shows the percent correct by reporting cluster. 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, students will likely receive two Student Reports.

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

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 English–language arts and mathematics.

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 coded on School and Grade Identification (SGID) sheets. Every school receives grade-level or end-of-course 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 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-of-course (grades 7–11), science end-of-course (grades 9–11), and history–social science end-of-course (grades 9–11).

2 STS subjects tested are Reading–language arts and mathematics. 3 Performance levels are: advanced, proficient, basic, below basic, far below basic. 4 CAT/6 Survey is taken by students in grades 3 and 7 only. 5 CAT/6 Survey subjects tested are: reading, language, spelling, and mathematics. 6 CAPA subjects assessed are English–language arts and mathematics.



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 Report Levels Available

The STAR Student Report for CST and CAT/6 Survey Individual student.

The STAR Student Report for CAPA Individual student

Paper reports

The STAR Student Report for STS Individual student.

Adhesive labels STAR Student Record Label Individual student.

Paper reports

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

CD-ROM

Student Data

Individual student—Two electronic files. One that includes results for CST-CAT/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 who were not tested. The second file includes student names and other identifying data, as well as the accommodations, modifications, variations, and special conditions for each student. The files will be on one or more CD-ROMs.

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

Part II Report Descriptions | Chapter II.2 Summary Reports | STAR Student Master List Summary


Chapter II.2 Summary Reports STAR Student Master List Summary

Purpose To summarize performance of a group of students (grade within a school, district, county, or state) on the CSTs, the CAPA, and STS. Includes data for all students on the Student Master List.

Format A grade-level report for each grade in the school, district, or county. Results for all CSTs, CAPA, and the STS administered at each grade are on the report.

Action 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.

Focus Summary of student performance on the CSTs and STS by grade and test, including performance on the reporting clusters. Summary of student performance on the CAPA by grade and CAPA level.

For the list of 2007 reporting clusters and number of questions for each, see Appendix A on page 116 for CST reporting clusters, and Appendix B on page 126 for STS reporting clusters.

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For t

he s

ubje

ct, n

umbe

r of s

tude

nts

test

ed a

t gra

de le

vel w

ho re

ceiv

ed a

sca

le s

core

and

pe

rform

ance

leve

l for

the

test

. For

agg

rega

te re

porti

ng a

nd a

ccou

ntab

ility

pur

pose

s, th

is

num

ber d

oes

not i

nclu

de:

• in

com

plet

e te

sts

• te

sts

take

n w

ith m

odifi

catio

ns

• st

uden

ts w

ith in

cons

iste

nt g

rade

s (te

st d

id n

ot m

atch

stu

dent

’s g

rade

leve

l)

5..

Perc

ent V

alid

Sco

res

For t

he s

ubje

ct, n

umbe

r of v

alid

sco

res,

div

ided

by

the

num

ber o

f stu

dent

s te

sted

, mul

tiplie

d by

100

, and

roun

ded

to th

e ne

ares

t who

le n

umbe

r. [(N

umbe

r Val

id S

core

s / N

umbe

r Tes

ted)

*

100,

roun

ded

to n

eare

st w

hole

num

ber]

6..

Num

ber T

este

d w

ith S

core

s Fo

r the

sub

ject

, num

ber o

f stu

dent

s w

ho to

ok C

STs

and

who

se te

stin

g re

sulte

d in

sco

res.

N

umbe

r inc

lude

s st

uden

ts w

ho te

sted

with

mod

ifica

tions

but

not

: •

inco

mpl

ete

test

s •

stud

ents

with

inco

nsis

tent

gra

des

(test

did

not

mat

ch s

tude

nt’s

gra

de le

vel)

• un

know

n E

OC

mat

h or

sci

ence

test

(stu

dent

did

not

mar

k w

hich

test

was

take

n)

7..

Mea

n Pe

rcen

t Cor

rect

Fo

r the

sub

ject

, sum

of a

ll th

e ra

w s

core

s fo

r val

id te

sts,

div

ided

by

the

num

ber o

f stu

dent

s w

ith v

alid

sco

res,

div

ided

by

the

num

ber o

f que

stio

ns o

n th

e te

st, m

ultip

lied

by 1

00, a

nd

roun

ded

to th

e ne

ares

t who

le n

umbe

r. {[(Σ

Raw

Sco

res

/ # o

f Val

id S

core

s) /

Tota

l Q

uest

ions

] * 1

00, r

ound

ed to

nea

rest

who

le n

umbe

r}

8..

Num

ber (

#)

For t

he s

ubje

ct, n

umbe

r of s

tude

nts’

sco

res

at e

ach

perfo

rman

ce le

vel.

Doe

s no

t app

ly to

S

TS.

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.2

Sum

mary

Repo

rts

28

200

7 S

TAR

Pos

t-Tes

t Gui

de

A

ugus

t 200

7 ©

200

7 by

the

Cal

iforn

ia D

epar

tmen

t of E

duca

tion

9..

Perc

enta

ge (%

) Fo

r the

sub

ject

, per

cent

of s

tude

nts’

sco

res

at e

ach

perfo

rman

ce le

vel.

Doe

s no

t app

ly to

S

TS.

10..

Perf

orm

ance

Lev

els

One

of f

ive

rang

es o

f sca

le s

core

s: a

dvan

ced,

pro

ficie

nt, b

asic

, bel

ow b

asic

, or f

ar b

elow

ba

sic.

The

targ

et is

for a

ll st

uden

ts to

sco

re p

rofic

ient

or a

dvan

ced.

Doe

s no

t app

ly to

STS

. N

ote:

S

core

s fo

r stu

dent

s te

sted

with

mod

ifica

tions

are

cou

nted

in th

e fa

r bel

ow b

asic

leve

l fo

r agg

rega

te re

porti

ng a

nd a

ccou

ntab

ility

pur

pose

s on

ly.

11.

Mea

n Sc

ale

Scor

e Fo

r the

sub

ject

, ave

rage

of t

he v

alid

sca

le s

core

s fo

r the

gro

up o

f stu

dent

s. [(

Sum

of V

alid

S

core

s / N

umbe

r Val

id S

core

s)] (

The

scal

e sc

ore

for C

STs

is a

val

ue fr

om 1

50 to

600

, with

35

0 as

the

low

est s

core

for a

pro

ficie

nt p

erfo

rman

ce le

vel.

The

scal

e sc

ore

for C

AP

A is

a

valu

e fro

m 1

5 to

60,

with

35

as th

e lo

wes

t sco

re fo

r a p

rofic

ient

per

form

ance

leve

l.) D

oes

not

appl

y to

STS

.

12.

Scal

e Sc

ore

Stan

dard

D

evia

tion

Sta

ndar

d de

viat

ion

(SD

) of t

he s

cale

sco

res

for a

gro

up o

f stu

dent

s. T

he s

cale

sco

re S

D

indi

cate

s ho

w fa

r aw

ay s

cale

sco

res

are

from

the

scal

e sc

ore

mea

n. A

bout

68%

of t

he

scor

es w

ill b

e pl

us o

r min

us o

ne s

tand

ard

devi

atio

n fro

m th

e m

ean.

Abo

ut 9

5% o

f the

sco

res

will

be

with

in p

lus

or m

inus

two

stan

dard

dev

iatio

ns fr

om th

e m

ean.

Doe

s no

t app

ly to

STS

.

13.

Rep

ortin

g C

lust

ers

Nam

es o

f rep

ortin

g cl

uste

rs fo

r CS

Ts a

nd S

TS. T

hese

var

y by

gra

de a

nd s

ubje

ct. D

oes

not

appl

y to

CA

PA

.

14.

Num

ber P

ossi

ble

For t

he re

porti

ng c

lust

er, n

umbe

r of q

uest

ions

.

15.

Mea

n Pe

rcen

t Cor

rect

Fo

r the

repo

rting

clu

ster

, the

mea

n pe

rcen

t cor

rect

.

16.

Writ

ing

App

licat

ion

Perc

ent

For g

rade

s 4

and

7 C

ST

only

. Per

cent

of s

tude

nt s

core

s at

eac

h W

ritin

g A

pplic

atio

n S

core

(2

, 4, 6

, or 8

).

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.2

Sum

mary

Repo

rts

Aug

ust 2

007

20

07 S

TAR

Pos

t-Tes

t Gui

de

29

© 2

007

by th

e C

alifo

rnia

Dep

artm

ent o

f Edu

catio

n

17.

Writ

ing

App

licat

ion

Scor

e C

odes

Fo

r gra

des

4 an

d 7

CS

T on

ly. P

erce

nt o

f stu

dent

s w

ho d

id n

ot re

ceiv

e a

writ

ing

appl

icat

ion

scor

e, b

y co

de:

B C I L R T W

–the

stu

dent

sub

mitt

ed a

bla

nk p

aper

–t

he s

tude

nt c

opie

d th

e ta

sk in

stea

d of

com

plet

ing

it –t

he s

tude

nt’s

writ

ing

was

ille

gibl

e –t

he s

tude

nt w

rote

in a

lang

uage

oth

er th

an E

nglis

h –t

he s

tude

nt re

fuse

d to

writ

e –t

he s

tude

nt w

rote

an

essa

y on

som

ethi

ng o

ther

than

the

assi

gned

topi

c –t

he s

tude

nt w

rote

on

a pr

ompt

from

an

earli

er te

stin

g pe

riod

ELA

sca

le s

core

s an

d pe

rform

ance

leve

ls fo

r stu

dent

s w

ith c

odes

C, I

, L, T

, or N

T ar

e ca

lcul

ated

usi

ng a

raw

sco

re to

sca

le s

core

con

vers

ion

char

t with

a m

axim

um ra

w s

core

of

75 p

oint

s. E

LA s

cale

sco

res

and

perfo

rman

ce le

vels

for s

tude

nts

with

cod

es B

,R,W

or w

ith

num

eric

sco

res

are

calc

ulat

ed u

sing

a ra

w s

core

to s

cale

sco

re c

onve

rsio

n ch

art w

ith a

m

axim

um ra

w s

core

of 8

3 po

ints

.

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.2

Sum

mary

Repo

rts

30

200

7 S

TAR

Pos

t-Tes

t Gui

de

A

ugus

t 200

7 ©

200

7 by

the

Cal

iforn

ia D

epar

tmen

t of E

duca

tion

Gra

de 4

Stu

dent

Mas

ter L

ist S

umm

ary

Sam

ple

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.2

Sum

mary

Repo

rts

Aug

ust 2

007

20

07 S

TAR

Pos

t-Tes

t Gui

de

31

© 2

007

by th

e C

alifo

rnia

Dep

artm

ent o

f Edu

catio

n

Gra

de 1

0 St

uden

t Mas

ter L

ist S

umm

ary

Sam

ple

(With

out C

APA

)

Part II Report Descriptions | Chapter II.2 Summary Reports | STAR Student Master List Summary: End-of-Course


STAR Student Master List Summary: End-of-Course

Purpose To summarize Student Master List information for end-of-course CSTs across grades, for mathematics (such as Algebra I), and science (such as Biology), and history–social science (for World History) at the school and district level.

Format A math, 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.

Action 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.

Focus Summary of student performance on the end-of-course CSTs for math, science, and history–social science including performance on the reporting clusters by grade level and all students tested. Performance levels as well as reporting cluster results for the school or district.

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.2

Sum

mary

Repo

rts | S

TAR

Stud

ent M

aster

List

Summ

ary:

End-

of-Co

urse

Aug

ust 2

007

20

07 S

TAR

Pos

t-Tes

t Gui

de

33

© 2

007

by th

e C

alifo

rnia

Dep

artm

ent o

f Edu

catio

n

End-

of-C

ours

e M

ath

Stud

ent M

aste

r Lis

t Sum

mar

y Sa

mpl

e

14.

Num

ber P

ossi

ble

15.

Mea

n P

erce

nt C

orre

ct

1.

Num

ber

Enro

lled

3. P

erce

nt T

este

d

2.

Num

ber

Test

ed

5.

Per

cent

V

alid

S

core

s

9.

Per

cent

age

(%)

6.

Num

ber T

este

d w

/Sco

res

10.

Perfo

rman

ce L

evel

s

11.

Mea

n Sc

ale

Scor

e

12.

Scal

e Sc

ore

Stan

dard

D

evia

tion

13.

Rep

ortin

g C

lust

ers

4.

Num

ber V

alid

S

core

s

7.

Mea

n P

erce

nt

Cor

rect

8.

Num

ber (

#)

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.2

Sum

mary

Repo

rts

34

200

7 S

TAR

Pos

t-Tes

t Gui

de

A

ugus

t 200

7 ©

200

7 by

the

Cal

iforn

ia D

epar

tmen

t of E

duca

tion

Tabl

e II.

3 ST

AR

Stu

dent

Mas

ter L

ist S

umm

ary:

End

-of-C

ours

e D

escr

iptio

ns

1..

Num

ber E

nrol

led

For t

he g

rade

, num

ber o

f mul

tiple

-cho

ice

answ

er d

ocum

ents

sub

mitt

ed m

inus

the

num

ber o

f an

swer

doc

umen

ts c

oded

that

stu

dent

enr

olle

d af

ter t

he fi

rst d

ay a

nd w

as te

sted

.

2..

Num

ber T

este

d Fo

r the

sub

ject

, num

ber o

f stu

dent

s by

gra

de a

nd s

choo

l tha

t res

pond

ed to

any

que

stio

ns o

n th

e te

st o

r who

se a

nsw

er d

ocum

ents

wer

e co

ded

for t

este

d bu

t mar

ked

no a

nsw

ers.

3..

Perc

ent T

este

d Fo

r the

gra

de, n

umbe

r of s

tude

nts

test

ed, d

ivid

ed b

y th

e nu

mbe

r of s

tude

nts

enro

lled,

m

ultip

lied

by 1

00, a

nd ro

unde

d to

the

near

est t

enth

. [(N

umbe

r Tes

ted

/ Num

ber E

nrol

led)

*

100,

roun

ded

to n

eare

st te

nth]

4..

Num

ber V

alid

Sco

res

For t

he g

rade

, num

ber o

f stu

dent

s te

sted

who

rece

ived

a s

cale

sco

re a

nd p

erfo

rman

ce le

vel

for t

he te

st. F

or a

ggre

gate

repo

rting

and

acc

ount

abili

ty p

urpo

ses,

this

num

ber d

oes

not

incl

ude:

•

inco

mpl

ete

test

s •

test

s ta

ken

with

mod

ifica

tions

•

stud

ents

with

inco

nsis

tent

gra

des

(test

did

not

mat

ch s

tude

nt’s

gra

de le

vel)

• un

know

n E

OC

mat

h or

sci

ence

test

(stu

dent

did

not

mar

k w

hich

test

was

take

n)

5..

Perc

ent V

alid

Sco

res

For t

he g

rade

, num

ber o

f val

id s

core

s, d

ivid

ed b

y th

e nu

mbe

r of s

tude

nts

test

ed, m

ultip

lied

by

100,

and

roun

ded

to th

e ne

ares

t who

le n

umbe

r. [(N

umbe

r Val

id S

core

s / N

umbe

r Tes

ted)

*

100,

roun

ded

to n

eare

st w

hole

num

ber]

6..

Num

ber T

este

d w

ith

Scor

es

For t

he g

rade

and

sub

ject

, num

ber o

f stu

dent

s w

hose

test

ing

resu

lted

in s

core

s. N

umbe

r in

clud

es s

tude

nts

who

test

ed w

ith m

odifi

catio

ns b

ut n

ot:

• in

com

plet

e te

sts

• st

uden

ts w

ith in

cons

iste

nt g

rade

s (te

st d

id n

ot m

atch

stu

dent

’s g

rade

leve

l) •

unkn

own

EO

C m

ath

or s

cien

ce te

st (s

tude

nt d

id n

ot m

ark

whi

ch te

st w

as ta

ken)

7..

Mea

n Pe

rcen

t Cor

rect

Fo

r the

gra

de, s

um o

f all

the

raw

sco

res

for v

alid

test

s, d

ivid

ed b

y th

e nu

mbe

r of s

tude

nts

with

va

lid s

core

s, d

ivid

ed b

y th

e nu

mbe

r of q

uest

ions

on

the

test

, mul

tiplie

d by

100

, and

roun

ded

to th

e ne

ares

t who

le n

umbe

r. {[(Σ

Raw

sco

res

/ # o

f Val

id S

core

s) /

Tota

l Que

stio

ns] *

100

, ro

unde

d to

nea

rest

who

le n

umbe

r}

8..

Num

ber (

#)

For t

he g

rade

, num

ber o

f stu

dent

s’ s

core

s at

eac

h pe

rform

ance

leve

l.

9..

Perc

enta

ge (%

) Fo

r the

gra

de, p

erce

nt o

f stu

dent

s’ s

core

s at

eac

h pe

rform

ance

leve

l.

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.2

Sum

mary

Repo

rts

Aug

ust 2

007

20

07 S

TAR

Pos

t-Tes

t Gui

de

35

© 2

007

by th

e C

alifo

rnia

Dep

artm

ent o

f Edu

catio

n

10..

Perf

orm

ance

Lev

els

One

of f

ive

rang

es o

f sca

le s

core

s: a

dvan

ced,

pro

ficie

nt, b

asic

, bel

ow b

asic

, or f

ar b

elow

ba

sic.

The

targ

et is

for a

ll st

uden

ts to

sco

re p

rofic

ient

or a

dvan

ced.

N

ote:

S

core

s fo

r stu

dent

s te

sted

with

mod

ifica

tions

are

cou

nted

in th

e fa

r bel

ow b

asic

leve

l fo

r agg

rega

te re

porti

ng a

nd a

ccou

ntab

ility

pur

pose

s on

ly.

11.

Mea

n Sc

ale

Scor

e Fo

r the

gra

de, a

vera

ge o

f the

val

id s

cale

sco

res

for t

he g

roup

of s

tude

nts.

[(S

um o

f Val

id

Sco

res

/ Num

ber V

alid

Sco

res)

] (Th

e sc

ale

scor

e is

a v

alue

from

150

to 6

00, w

ith 3

50 a

s th

e lo

wes

t sco

re fo

r a p

rofic

ient

per

form

ance

leve

l.)

12.

Scal

e Sc

ore

Stan

dard

D

evia

tion

Sta

ndar

d de

viat

ion

(SD

) of t

he s

cale

sco

res

for a

gro

up o

f stu

dent

s. T

he s

cale

sco

re S

D

indi

cate

s ho

w fa

r aw

ay s

cale

sco

res

are

from

the

scal

e sc

ore

mea

n. A

bout

68%

of t

he s

core

s w

ill b

e pl

us o

r min

us o

ne s

tand

ard

devi

atio

n fro

m th

e m

ean.

Abo

ut 9

5% o

f the

sco

res

will

be

with

in p

lus

or m

inus

two

stan

dard

dev

iatio

ns fr

om th

e m

ean.

13.

Rep

ortin

g C

lust

ers

Nam

es o

f rep

ortin

g cl

uste

rs. T

hese

var

y by

sub

ject

.

14.

Num

ber P

ossi

ble

For t

he re

porti

ng c

lust

er, n

umbe

r of q

uest

ions

.

15.

Mea

n Pe

rcen

t Cor

rect

Fo

r the

repo

rting

clu

ster

, mea

n pe

rcen

t cor

rect

.

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.2

Sum

mary

Repo

rts

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200

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the

Cal

iforn

ia D

epar

tmen

t of E

duca

tion

Bio

logy

Stu

dent

Mas

ter L

ist S

umm

ary

Sam

ple

Part II Report Descriptions | Chapter II.2 Summary Reports | STAR Subgroup Summary


STAR Subgroup Summary

Purpose To allow schools and districts to look at results based on the following demographics: disability status, economic status, gender, English proficiency, and primary ethnicity, as required by Section 60643(a), (6), (7), and (8) of the California Education Code.

Format The report is sorted by subgroup in this order: All Students, Disability Status, Economic Status, Gender, English Proficiency, and Primary Ethnicity. Note: CAPA statistics on Disability Status are listed with specific disabilities.

Action Districts or schools should review to determine differences in scores between and among subgroups.

Focus Overall performance levels broken down by specific demographics for the CSTs, the CAT/6 Survey (grades 3 and 7 only), the CAPA, and STS (grades 2–4 only) at the individual school and district levels.

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.2

Sum

mary

Repo

rts | S

TAR

Subg

roup

Sum

mary

38

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Subg

roup

Sum

mar

y Sa

mpl

e

3.

Per

cent

Tes

ted

in S

ubgr

oup

2.

Tota

l Tes

ted

5.

Per

cent

Val

id S

core

s

4.

Num

ber V

alid

S

core

s 6

. N

umbe

r Tes

ted

With

Sco

res

8.

Scal

e Sc

ore

Stan

dard

D

evia

tion

9.

Perfo

rman

ce L

evel

s

1.

Test

N

ame

7.

Mea

n Sc

ale

Scor

e

10.

Per

cent

Cor

rect

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.2

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mary

Repo

rts

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ust 2

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007

by th

e C

alifo

rnia

Dep

artm

ent o

f Edu

catio

n

Tabl

e II.

4 ST

AR

Sub

grou

p Su

mm

ary

Des

crip

tions

1..

Test

Nam

e Th

e na

me

of th

e S

TAR

Pro

gram

test

bei

ng re

porte

d. A

list

ing

for C

STs

and

CA

PA

are

in

clud

ed fo

r all

grad

es. S

ubgr

oup

sum

mar

ies

for C

AT/

6 S

urve

y ar

e in

clud

ed in

repo

rts fo

r gr

ades

3 a

nd 7

. Sub

grou

p su

mm

arie

s fo

r STS

are

incl

uded

in re

ports

for g

rade

s 2,

3, a

nd 4

.

2..

Tota

l Tes

ted

For t

he s

ubgr

oup

and

subj

ect,

num

ber o

f stu

dent

s by

gra

de a

nd s

choo

l tha

t res

pond

ed to

any

qu

estio

ns o

n th

e te

st o

r who

se a

nsw

er d

ocum

ents

wer

e co

ded

for t

este

d bu

t mar

ked

no

answ

ers.

3..

Perc

ent T

este

d in

Su

bgro

up

For t

he s

ubgr

oup

and

subj

ect,

num

ber o

f stu

dent

s te

sted

in th

e su

bgro

up, d

ivid

ed b

y th

e to

tal

num

ber o

f stu

dent

s te

sted

, mul

tiplie

d by

100

, and

roun

ded

to th

e ne

ares

t who

le n

umbe

r. [(N

umbe

r Tes

ted

/ Num

ber E

nrol

led)

* 1

00, r

ound

ed to

nea

rest

who

le n

umbe

r]

4..

Num

ber V

alid

Sco

res

For t

he s

ubgr

oup

and

subj

ect,

num

ber o

f stu

dent

s te

sted

at g

rade

leve

l who

rece

ived

a s

cale

sc

ore

and

perfo

rman

ce le

vel f

or th

e te

st. A

s ap

plie

d to

the

CS

Ts, C

AT/

6 S

urve

y, a

nd S

TS, f

or

aggr

egat

e re

porti

ng a

nd a

ccou

ntab

ility

pur

pose

s, th

is n

umbe

r doe

s no

t inc

lude

: •

inco

mpl

ete

test

s •

test

s ta

ken

with

mod

ifica

tions

•

stud

ents

with

inco

nsis

tent

gra

des

(test

did

not

mat

ch s

tude

nt’s

gra

de le

vel)

• un

know

n E

OC

mat

h or

sci

ence

test

(stu

dent

did

not

mar

k w

hich

test

was

take

n)

5..

Perc

ent V

alid

Sco

res

For t

he s

ubgr

oup

and

subj

ect,

num

ber o

f val

id s

core

s, d

ivid

ed b

y th

e nu

mbe

r of s

tude

nts

test

ed, m

ultip

lied

by 1

00, a

nd ro

unde

d to

the

near

est w

hole

num

ber.

[(Num

ber V

alid

Sco

res

/ N

umbe

r Tes

ted)

* 1

00, r

ound

ed to

nea

rest

who

le n

umbe

r]

6..

Num

ber T

este

d w

ith

Scor

es

For t

he s

ubgr

oup

and

subj

ect,

num

ber o

f stu

dent

s w

hose

test

ing

resu

lted

in s

core

s. N

umbe

r in

clud

es s

tude

nts

who

test

ed w

ith m

odifi

catio

ns b

ut n

ot:

• in

com

plet

e te

sts

• st

uden

ts w

ith in

cons

iste

nt g

rade

s (te

st d

id n

ot m

atch

stu

dent

’s g

rade

leve

l) •

unkn

own

EO

C m

ath

or s

cien

ce te

st (s

tude

nt d

id n

ot m

ark

whi

ch te

st w

as ta

ken)

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.2

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mary

Repo

rts

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iforn

ia D

epar

tmen

t of E

duca

tion

7..

Mea

n Sc

ale

Scor

e Fo

r the

sub

grou

p an

d su

bjec

t, av

erag

e of

the

valid

sca

le s

core

s fo

r the

gro

up o

f stu

dent

s.

[(Num

ber V

alid

Sco

res

/ Num

ber T

este

d)]

The

scal

e sc

ore

for t

he C

STs

is a

val

ue fr

om 1

50 to

600

, with

350

as

the

low

est s

core

for t

he

prof

icie

nt p

erfo

rman

ce le

vel.

The

scal

e sc

ore

for t

he C

AP

A is

a v

alue

of 1

5 to

60,

with

35

as

the

low

est s

core

for t

he p

rofic

ient

per

form

ance

leve

l. Fo

r the

CA

T/6

Sur

vey

the

scal

e sc

ore

is

a va

lue

of 1

to 9

99. D

oes

not a

pply

to S

TS.

8..

Scal

e Sc

ore

Stan

dard

D

evia

tion

Sta

ndar

d de

viat

ion

(SD

) of t

he s

cale

sco

res

for a

gro

up o

f stu

dent

s. T

he s

cale

sco

re S

D

indi

cate

s ho

w fa

r aw

ay s

cale

sco

res

are

from

the

scal

e sc

ore

mea

n. A

bout

68%

of t

he s

core

s w

ill b

e pl

us o

r min

us o

ne s

tand

ard

devi

atio

n fro

m th

e m

ean.

Abo

ut 9

5% o

f the

sco

res

will

be

with

in p

lus

or m

inus

two

stan

dard

dev

iatio

ns fr

om th

e m

ean.

Doe

s no

t app

ly to

STS

.

9..

Perf

orm

ance

Lev

els

One

of f

ive

rang

es o

f sca

le s

core

s: a

dvan

ced,

pro

ficie

nt, b

asic

, bel

ow b

asic

, or f

ar b

elow

ba

sic.

The

targ

et is

for a

ll st

uden

ts to

sco

re p

rofic

ient

or a

dvan

ced.

Doe

s no

t app

ly to

STS

. N

ote:

S

core

s fo

r stu

dent

s te

sted

with

mod

ifica

tions

are

cou

nted

in th

e fa

r bel

ow b

asic

leve

l fo

r agg

rega

te re

porti

ng a

nd a

ccou

ntab

ility

pur

pose

s.

10..

Perc

ent (

%) C

orre

ct

For t

he S

TS s

ubgr

oup

and

subj

ect,

the

aver

age

perc

ent c

orre

ct o

f all

stud

ents

in th

e su

bgro

up fo

r tha

t sub

grou

p. D

oes

not a

pply

to th

e C

ST,

CA

T/6

Sur

vey,

or C

AP

A.

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.2

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mary

Repo

rts

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ust 2

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© 2

007

by th

e C

alifo

rnia

Dep

artm

ent o

f Edu

catio

n

Des

crip

tions

of S

ubgr

oups

Ta

ble

II.5

Des

crip

tions

of S

ubgr

oups

DES

CR

IPTI

ON

S O

F SU

BG

RO

UPS

SUB

GR

OU

P D

ESC

RIP

TIO

N

All

Stud

ents

CST

s A

ll St

uden

ts

Num

ber o

f stu

dent

s w

ith a

ny a

nsw

er o

n C

ST

ques

tions

.

CA

T/6

All

Stud

ents

N

umbe

r of s

tude

nts

with

any

ans

wer

on

CA

T/6

Sur

vey

ques

tions

.

CA

PA L

evel

I St

uden

ts

Num

ber o

f stu

dent

s w

ith C

AP

A L

evel

I an

swer

doc

umen

ts.

CA

PA L

evel

II S

tude

nts

Num

ber o

f stu

dent

s w

ith C

AP

A L

evel

II a

nsw

er d

ocum

ents

.

CA

PA L

evel

III S

tude

nts

Num

ber o

f stu

dent

s w

ith C

AP

A L

evel

III a

nsw

er d

ocum

ents

.

CA

PA L

evel

IV S

tude

nts

Num

ber o

f stu

dent

s w

ith C

AP

A L

evel

IV a

nsw

er d

ocum

ents

.

CA

PA L

evel

V S

tude

nts

Num

ber o

f stu

dent

s w

ith C

AP

A L

evel

V a

nsw

er d

ocum

ents

.

STS

All

Stud

ents

N

umbe

r of s

tude

nts

with

any

ans

wer

on

STS

que

stio

ns.

Stud

ents

with

Dis

abili

ties

See

Tab

le II

.6 o

n pa

ge 5

4 fo

r des

crip

tions

of p

rimar

y di

sabi

lity

code

s.

• A

utis

m

• D

eafn

ess

• D

eaf-b

lindn

ess

• E

mot

iona

l dis

turb

ance

• H

ard

of h

earin

g •

Men

tal r

etar

datio

n •

Mul

tiple

dis

abilit

ies

• O

rthop

edic

impa

irmen

t •

Oth

er h

ealth

impa

irmen

t •

Spe

cific

lear

ning

dis

abilit

y

• S

peec

h/la

ngua

ge im

pairm

ent

• Tr

aum

atic

bra

in in

jury

•

Vis

ual i

mpa

irmen

t

CST

Stu

dent

s w

ith N

o R

epor

ted

Dis

abili

ties

In th

e P

re-ID

file

or o

n th

e an

swer

doc

umen

t, th

e P

rimar

y D

isab

ility

was

co

ded

000.

CST

Stu

dent

s w

ith D

isab

ilitie

s In

the

Pre

-ID fi

le o

r on

the

answ

er d

ocum

ent,

the

Prim

ary

Dis

abili

ty fi

eld

cont

aine

d a

valid

Prim

ary

Dis

abili

ty c

ode.

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.2

Sum

mary

Repo

rts

42

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t Gui

de

A

ugus

t 200

7 ©

200

7 by

the

Cal

iforn

ia D

epar

tmen

t of E

duca

tion

DES

CR

IPTI

ON

S O

F SU

BG

RO

UPS

SUB

GR

OU

P D

ESC

RIP

TIO

N

CST

Stu

dent

s w

ith U

nkno

wn

Dis

abili

ty S

tatu

s In

the

Pre

-ID fi

le o

r on

the

answ

er d

ocum

ent,

the

Prim

ary

Dis

abili

ty c

ode

was

bla

nk o

r mul

tiple

resp

onse

s w

ere

give

n, o

r an

inva

lid p

rimar

y di

sabi

lity

code

was

mar

ked.

CA

T/6

Stud

ents

with

No

Rep

orte

d D

isab

ilitie

s In

the

Pre

-ID fi

le o

r on

the

answ

er d

ocum

ent,

Prim

ary

Dis

abili

ty w

as c

oded

00

0.

CA

T/6

Stud

ents

with

Dis

abili

ty

In th

e P

re-ID

file

or o

n th

e an

swer

doc

umen

t, th

e P

rimar

y D

isab

ility

fiel

d co

ntai

ned

a va

lid P

rimar

y D

isab

ility

cod

e.

CA

T/6

Stud

ents

with

Unk

now

n D

isab

ility

In

the

Pre

-ID fi

le o

r on

the

answ

er d

ocum

ent,

Prim

ary

Dis

abili

ty w

as le

ft bl

ank

or a

n in

valid

prim

ary

disa

bilit

y co

de w

as m

arke

d.

CA

PA (b

y C

APA

for e

ach

leve

l and

spe

cific

di

sabi

lity

as li

sted

in T

able

II.6

on

page

54)

In

the

Pre

-ID fi

le o

r on

the

answ

er d

ocum

ent,

the

Prim

ary

Dis

abili

ty fi

eld

cont

aine

d a

valid

Prim

ary

Dis

abili

ty c

ode.

STS

Stud

ents

with

No

Rep

orte

d D

isab

ilitie

s In

the

Pre

-ID fi

le o

r on

the

answ

er d

ocum

ent,

the

Prim

ary

Dis

abili

ty w

as

code

d 00

0.

STS

Stud

ents

with

Dis

abili

ties

In th

e P

re-ID

file

or o

n th

e an

swer

doc

umen

t, th

e P

rimar

y D

isab

ility

fiel

d co

ntai

ned

a va

lid P

rimar

y D

isab

ility

cod

e.

STS

Stud

ents

with

Unk

now

n D

isab

ility

Sta

tus

In th

e P

re-ID

file

or o

n th

e an

swer

doc

umen

t, th

e P

rimar

y D

isab

ility

cod

e w

as b

lank

or m

ultip

le re

spon

ses

wer

e gi

ven,

or a

n in

valid

prim

ary

disa

bilit

y co

de w

as m

arke

d.

Econ

omic

Sta

tus

CST

Stu

dent

s N

ot E

cono

mic

ally

Dis

adva

ntag

ed

The

Nat

iona

l Sch

ool L

unch

Pro

gram

(NS

LP) f

ield

was

cod

ed N

O o

n th

e an

swer

doc

umen

t or i

n th

e P

re-ID

file

, ind

icat

ing

that

the

stud

ent w

as n

ot

parti

cipa

ting

in fr

ee o

r red

uced

pric

e lu

nch,

or t

he P

aren

t Edu

catio

n Le

vel

was

gra

duat

e sc

hool

, col

lege

gra

duat

e, s

ome

colle

ge, h

igh

scho

ol g

radu

ate,

or

dec

lined

to s

tate

.

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.2

Sum

mary

Repo

rts

Aug

ust 2

007

20

07 S

TAR

Pos

t-Tes

t Gui

de

43

© 2

007

by th

e C

alifo

rnia

Dep

artm

ent o

f Edu

catio

n

DES

CR

IPTI

ON

S O

F SU

BG

RO

UPS

SUB

GR

OU

P D

ESC

RIP

TIO

N

CST

Stu

dent

s Ec

onom

ical

ly D

isad

vant

aged

Th

e N

atio

nal S

choo

l Lun

ch P

rogr

am (N

SLP

) fie

ld w

as c

oded

YE

S o

n th

e an

swer

doc

umen

t or i

n th

e P

re-ID

file

, ind

icat

ing

that

the

stud

ent w

as

parti

cipa

ting

in fr

ee o

r red

uced

pric

e lu

nch,

or P

aren

t Edu

catio

n Le

vel w

as

not a

hig

h sc

hool

gra

duat

e.

CST

Stu

dent

s w

ith U

nkno

wn

Econ

omic

Sta

tus

On

the

answ

er d

ocum

ent,

the

Nat

iona

l Sch

ool L

unch

Pro

gram

(NS

LP) w

as

eith

er le

ft bl

ank

or w

as m

arke

d as

bot

h Y

ES

and

NO

and

Par

ent E

duca

tion

Leve

l was

oth

er th

an n

ot a

hig

h sc

hool

gra

duat

e.

or

In th

e P

re-ID

file

, the

NS

LP fi

eld

was

left

blan

k or

con

tain

ed a

n in

valid

cod

e.

CA

T/6

Stud

ents

Not

Eco

nom

ical

ly

Dis

adva

ntag

ed

The

Nat

iona

l Sch

ool L

unch

Pro

gram

(NS

LP) f

ield

was

cod

ed N

O o

n th

e an

swer

doc

umen

t or i

n th

e P

re-ID

file

, ind

icat

ing

that

the

stud

ent w

as n

ot

parti

cipa

ting

in fr

ee o

r red

uced

pric

e lu

nch,

or t

he P

aren

t Edu

catio

n Le

vel

was

gra

duat

e sc

hool

, col

lege

gra

duat

e, s

ome

colle

ge, h

igh

scho

ol g

radu

ate,

or

dec

lined

to s

tate

.

CA

T/6

Stud

ents

Eco

nom

ical

ly D

isad

vant

aged

Th

e N

atio

nal S

choo

l Lun

ch P

rogr

am (N

SLP

) fie

ld w

as c

oded

YE

S o

n th

e an

swer

doc

umen

t or i

n th

e P

re-ID

file

, ind

icat

ing

that

the

stud

ent w

as

parti

cipa

ting

in fr

ee o

r red

uced

pric

e lu

nch,

or P

aren

t Edu

catio

n Le

vel w

as

not a

hig

h sc

hool

gra

duat

e.

CA

T/6

Stud

ents

with

Unk

now

n Ec

onom

ic

Stat

us

On

the

answ

er d

ocum

ent,

the

Nat

iona

l Sch

ool L

unch

Pro

gram

(NS

LP) w

as

eith

er le

ft bl

ank

or w

as m

arke

d as

bot

h Y

ES

and

NO

and

Par

ent E

duca

tion

Leve

l was

oth

er th

an n

ot a

hig

h sc

hool

gra

duat

e.

or

In th

e P

re-ID

file

, the

NS

LP fi

eld

was

left

blan

k or

con

tain

ed a

n in

valid

cod

e.

CA

PA S

tude

nts

(by

CA

PA le

vel)

Not

Ec

onom

ical

ly D

isad

vant

aged

Th

e N

atio

nal S

choo

l Lun

ch P

rogr

am (N

SLP

) fie

ld w

as c

oded

NO

on

the

answ

er d

ocum

ent o

r in

the

Pre

-ID fi

le, i

ndic

atin

g th

at th

e st

uden

t was

not

pa

rtici

patin

g in

free

or r

educ

ed p

rice

lunc

h, o

r the

Par

ent E

duca

tion

Leve

l w

as g

radu

ate

scho

ol, c

olle

ge g

radu

ate,

som

e co

llege

, hig

h sc

hool

gra

duat

e,

or d

eclin

ed to

sta

te.

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.2

Sum

mary

Repo

rts

44

200

7 S

TAR

Pos

t-Tes

t Gui

de

A

ugus

t 200

7 ©

200

7 by

the

Cal

iforn

ia D

epar

tmen

t of E

duca

tion

DES

CR

IPTI

ON

S O

F SU

BG

RO

UPS

SUB

GR

OU

P D

ESC

RIP

TIO

N

CA

PA S

tude

nts

(by

CA

PA le

vel)

Econ

omic

ally

D

isad

vant

aged

Th

e N

atio

nal S

choo

l Lun

ch P

rogr

am (N

SLP

) fie

ld w

as c

oded

YE

S o

n th

e an

swer

doc

umen

t or i

n th

e P

re-ID

file

, ind

icat

ing

that

the

stud

ent w

as

parti

cipa

ting

in fr

ee o

r red

uced

pric

e lu

nch,

or P

aren

t Edu

catio

n Le

vel w

as

not a

hig

h sc

hool

gra

duat

e.

CA

PA S

tude

nts

(by

CA

PA le

vel)

with

Unk

now

n Ec

onom

ic S

tatu

s O

n th

e an

swer

doc

umen

t, th

e N

atio

nal S

choo

l Lun

ch P

rogr

am (N

SLP

) was

ei

ther

left

blan

k or

was

mar

ked

as b

oth

YE

S a

nd N

O a

nd P

aren

t Edu

catio

n Le

vel w

as o

ther

than

not

a h

igh

scho

ol g

radu

ate.

or

In

the

Pre

-ID fi

le, t

he N

SLP

fiel

d w

as le

ft bl

ank

or c

onta

ined

an

inva

lid c

ode.

STS

Stud

ents

Not

Eco

nom

ical

ly D

isad

vant

aged

Th

e N

atio

nal S

choo

l Lun

ch P

rogr

am (N

SLP

) fie

ld w

as c

oded

NO

on

the

answ

er d

ocum

ent o

r in

the

Pre

-ID fi

le, i

ndic

atin

g th

at th

e st

uden

t was

not

pa

rtici

patin

g in

free

or r

educ

ed p

rice

lunc

h, o

r the

Par

ent E

duca

tion

Leve

l w

as g

radu

ate

scho

ol, c

olle

ge g

radu

ate,

som

e co

llege

, hig

h sc

hool

gra

duat

e,

or d

eclin

ed to

sta

te.

STS

Stud

ents

Eco

nom

ical

ly D

isad

vant

aged

Th

e N

atio

nal S

choo

l Lun

ch P

rogr

am (N

SLP

) fie

ld w

as c

oded

YE

S o

n th

e an

swer

doc

umen

t or i

n th

e P

re-ID

file

, ind

icat

ing

that

the

stud

ent w

as

parti

cipa

ting

in fr

ee o

r red

uced

pric

e lu

nch,

or P

aren

t Edu

catio

n Le

vel w

as

not a

hig

h sc

hool

gra

duat

e.

STS

Stud

ents

with

Unk

now

n Ec

onom

ic S

tatu

s O

n th

e an

swer

doc

umen

t, th

e N

atio

nal S

choo

l Lun

ch P

rogr

am (N

SLP

) was

ei

ther

left

blan

k or

was

mar

ked

as b

oth

YE

S a

nd N

O a

nd P

aren

t Edu

catio

n Le

vel w

as o

ther

than

not

a h

igh

scho

ol g

radu

ate.

or

In

the

Pre

-ID fi

le, t

he N

SLP

fiel

d w

as le

ft bl

ank

or c

onta

ined

an

inva

lid c

ode.

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.2

Sum

mary

Repo

rts

Aug

ust 2

007

20

07 S

TAR

Pos

t-Tes

t Gui

de

45

© 2

007

by th

e C

alifo

rnia

Dep

artm

ent o

f Edu

catio

n

DES

CR

IPTI

ON

S O

F SU

BG

RO

UPS

SUB

GR

OU

P D

ESC

RIP

TIO

N

Gen

der

CST

Mal

e St

uden

ts

The

Gen

der f

ield

was

cod

ed M

ale

on th

e an

swer

doc

umen

t or i

n th

e P

re-ID

fil

e.

CST

Fem

ale

Stud

ents

Th

e G

ende

r fie

ld w

as c

oded

Fem

ale

on th

e an

swer

doc

umen

t or i

n th

e P

re-

ID fi

le.

CST

Stu

dent

s w

ith U

nkno

wn

Gen

der

On

the

answ

er d

ocum

ent,

the

Gen

der f

ield

was

eith

er le

ft bl

ank

or w

as

mar

ked

as b

oth

Mal

e an

d Fe

mal

e.

or

In th

e P

re-ID

file

, the

Gen

der f

ield

was

left

blan

k or

con

tain

ed a

n in

valid

co

de.

CA

T/6

Surv

ey M

ale

Stud

ents

Th

e G

ende

r fie

ld w

as c

oded

Mal

e on

the

answ

er d

ocum

ent o

r in

the

Pre

-ID

file.

CA

T/6

Surv

ey F

emal

e St

uden

ts

The

Gen

der f

ield

was

cod

ed F

emal

e on

the

answ

er d

ocum

ent o

r in

the

Pre

-ID

file

.

CA

T/6

Surv

ey S

tude

nts

with

Unk

now

n G

ende

r O

n th

e an

swer

doc

umen

t, th

e G

ende

r fie

ld w

as e

ither

left

blan

k or

was

m

arke

d as

bot

h M

ale

and

Fem

ale.

or

In

the

Pre

-ID fi

le, t

he G

ende

r fie

ld w

as le

ft bl

ank

or c

onta

ined

an

inva

lid

code

.

CA

PA M

ale

Stud

ents

(by

CA

PA le

vel)

The

Gen

der f

ield

was

cod

ed M

ale

on th

e an

swer

doc

umen

t or i

n th

e P

re-ID

fil

e.

CA

PA F

emal

e St

uden

ts (b

y C

APA

leve

l) Th

e G

ende

r fie

ld w

as c

oded

Fem

ale

on th

e an

swer

doc

umen

t or i

n th

e P

re-

ID fi

le.

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.2

Sum

mary

Repo

rts

46

200

7 S

TAR

Pos

t-Tes

t Gui

de

A

ugus

t 200

7 ©

200

7 by

the

Cal

iforn

ia D

epar

tmen

t of E

duca

tion

DES

CR

IPTI

ON

S O

F SU

BG

RO

UPS

SUB

GR

OU

P D

ESC

RIP

TIO

N

CA

PA S

tude

nts

with

Unk

now

n G

ende

r (by

C

APA

leve

l) O

n th

e an

swer

doc

umen

t, th

e G

ende

r fie

ld w

as e

ither

left

blan

k or

was

m

arke

d as

bot

h M

ale

and

Fem

ale.

or

In

the

Pre

-ID fi

le, t

he G

ende

r fie

ld w

as le

ft bl

ank

or c

onta

ined

an

inva

lid

code

.

STS

Mal

e St

uden

ts

The

Gén

ero

field

was

cod

ed M

ascu

lino

on th

e an

swer

doc

umen

t or M

ale

in

the

Pre

-ID fi

le.

STS

Fem

ale

Stud

ents

Th

e G

éner

o fie

ld w

as c

oded

Fem

enin

o on

the

answ

er d

ocum

ent o

r Fem

ale

in th

e P

re-ID

file

.

STS

Stud

ents

with

Unk

now

n G

ende

r O

n th

e an

swer

doc

umen

t, th

e G

éner

o fie

ld w

as e

ither

left

blan

k or

was

m

arke

d as

bot

h M

ascu

lino

and

Fem

enin

o.

or

In th

e P

re-ID

file

, the

Gen

der f

ield

was

left

blan

k or

con

tain

ed a

n in

valid

co

de.

Engl

ish

Prof

icie

ncy

CST

Eng

lish

Onl

y an

d Fl

uent

Eng

lish

Prof

icie

nt

On

the

answ

er d

ocum

ent,

the

stud

ent’s

Eng

lish

Pro

ficie

ncy

field

was

m

arke

d E

nglis

h O

nly,

Initi

ally

–Flu

ent E

nglis

h P

rofic

ient

(I-F

EP),

or

Rec

lass

ified

–Flu

ent E

nglis

h P

rofic

ient

(R-F

EP

). or

In

the

Pre

-ID fi

le, 1

, 2, o

r 4 w

as e

nter

ed in

the

stud

ent’s

Eng

lish

Pro

ficie

ncy

field

.

CST

Eng

lish

Lear

ner

On

the

answ

er d

ocum

ent,

the

Stu

dent

’s E

nglis

h P

rofic

ienc

y fie

ld w

as

mar

ked

Eng

lish

Lear

ner.

or

In th

e P

re-ID

file

, 3 w

as e

nter

ed in

the

Stu

dent

’s E

nglis

h P

rofic

ienc

y fie

ld.

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.2

Sum

mary

Repo

rts

Aug

ust 2

007

20

07 S

TAR

Pos

t-Tes

t Gui

de

47

© 2

007

by th

e C

alifo

rnia

Dep

artm

ent o

f Edu

catio

n

DES

CR

IPTI

ON

S O

F SU

BG

RO

UPS

SUB

GR

OU

P D

ESC

RIP

TIO

N

CST

Eng

lish

Lear

ner L

ess

Than

12

Mon

ths

On

the

answ

er d

ocum

ent,

the

Stu

dent

’s E

nglis

h P

rofic

ienc

y fie

ld w

as

mar

ked

Eng

lish

Lear

ner;

and

Eng

lish

Lear

ner (

EL)

in U

.S. S

choo

ls le

ss th

an

12 m

onth

s w

as a

lso

mar

ked.

or

In

the

Pre

-ID fi

le, t

he s

tude

nt’s

Eng

lish

Pro

ficie

ncy

field

had

a 3

and

Eng

lish

Lear

ner (

EL)

in U

.S. S

choo

ls le

ss th

an 1

2 m

onth

s ha

d a

Y.

CST

Eng

lish

Lear

ner 1

2 M

onth

s or

Mor

e O

n th

e an

swer

doc

umen

t, th

e S

tude

nt’s

Eng

lish

Pro

ficie

ncy

field

was

m

arke

d E

nglis

h Le

arne

r; an

d E

nglis

h Le

arne

r (E

L) in

U.S

. Sch

ools

less

than

12

mon

ths

was

left

blan

k.

or

In th

e P

re-ID

file

, the

Stu

dent

’s E

nglis

h P

rofic

ienc

y fie

ld h

ad a

3 a

nd E

nglis

h Le

arne

r (E

L) in

U.S

. Sch

ools

less

than

12

mon

ths

was

bla

nk.

CST

Stu

dent

s w

ith U

nkno

wn

Flue

ncy

On

the

answ

er d

ocum

ent,

the

Stu

dent

’s E

nglis

h P

rofic

ienc

y fie

ld w

as le

ft bl

ank

or m

ultip

le re

spon

ses

wer

e gi

ven.

or

In

the

Pre

-ID fi

le, t

he S

tude

nt’s

Eng

lish

Pro

ficie

ncy

field

was

bla

nk o

r co

ntai

ned

an in

valid

cod

e.

CA

T/6

Surv

ey E

nglis

h O

nly

and

Flue

nt-E

nglis

h Pr

ofic

ient

O

n th

e an

swer

doc

umen

t, th

e S

tude

nt’s

Eng

lish

Pro

ficie

ncy

field

was

m

arke

d E

nglis

h O

nly,

Initi

ally

–Flu

ent E

nglis

h P

rofic

ient

(I-F

EP),

or

Rec

lass

ified

–Flu

ent E

nglis

h P

rofic

ient

(R-F

EP

). or

In

the

Pre

-ID fi

le, 1

, 2, o

r 4 w

as e

nter

ed in

the

Stu

dent

’s E

nglis

h P

rofic

ienc

y fie

ld.

CA

T/6

Surv

ey E

nglis

h Le

arne

r O

n th

e an

swer

doc

umen

t, th

e S

tude

nt’s

Eng

lish

Pro

ficie

ncy

field

was

m

arke

d E

nglis

h Le

arne

r. or

In

the

Pre

-ID fi

le, 3

was

ent

ered

in th

e S

tude

nt’s

Eng

lish

Pro

ficie

ncy

field

.

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.2

Sum

mary

Repo

rts

48

200

7 S

TAR

Pos

t-Tes

t Gui

de

A

ugus

t 200

7 ©

200

7 by

the

Cal

iforn

ia D

epar

tmen

t of E

duca

tion

DES

CR

IPTI

ON

S O

F SU

BG

RO

UPS

SUB

GR

OU

P D

ESC

RIP

TIO

N

CA

T/6

Surv

ey E

nglis

h Le

arne

r Les

s Th

an 1

2 M

onth

s O

n th

e an

swer

doc

umen

t, th

e S

tude

nt’s

Eng

lish

Pro

ficie

ncy

field

was

m

arke

d E

nglis

h Le

arne

r; an

d E

nglis

h Le

arne

r (E

L) in

U.S

. Sch

ools

less

than

12

mon

ths

was

als

o m

arke

d.

or

In th

e P

re-ID

file

, the

Stu

dent

’s E

nglis

h P

rofic

ienc

y fie

ld h

ad a

3 a

nd E

nglis

h Le

arne

r (E

L) in

U.S

. Sch

ools

less

than

12

mon

ths

had

a Y

.

CA

T/6

Surv

ey E

nglis

h Le

arne

r 12

Mon

ths

or

Mor

e O

n th

e an

swer

doc

umen

t, th

e S

tude

nt’s

Eng

lish

Pro

ficie

ncy

field

was

m

arke

d E

nglis

h Le

arne

r; an

d E

nglis

h Le

arne

r (E

L) in

U.S

. Sch

ools

less

than

12

mon

ths

was

left

blan

k.

or

In th

e P

re-ID

file

, the

Stu

dent

’s E

nglis

h P

rofic

ienc

y fie

ld h

ad a

3 a

nd E

nglis

h Le

arne

r (E

L) in

U.S

. Sch

ools

less

than

12

mon

ths

was

bla

nk.

CA

T/6

Stud

ents

with

Unk

now

n Fl

uenc

y O

n th

e an

swer

doc

umen

t, th

e S

tude

nt’s

Eng

lish

Pro

ficie

ncy

field

was

left

blan

k or

mul

tiple

resp

onse

s w

ere

give

n.

or

In th

e P

re-ID

file

, the

Stu

dent

’s E

nglis

h P

rofic

ienc

y fie

ld w

as b

lank

or

cont

aine

d an

inva

lid c

ode.

CA

PA (b

y C

APA

leve

l) En

glis

h O

nly

and

Flue

nt-

Engl

ish

Prof

icie

nt

On

the

answ

er d

ocum

ent,

the

Stu

dent

’s E

nglis

h P

rofic

ienc

y fie

ld w

as

mar

ked

Eng

lish

Onl

y, In

itial

ly–F

luen

t Eng

lish

Pro

ficie

nt (I

-FEP

), or

R

ecla

ssifi

ed–F

luen

t Eng

lish

Pro

ficie

nt (R

-FE

P).

or

In th

e P

re-ID

file

, 1, 2

, or 4

was

ent

ered

in th

e S

tude

nt’s

Eng

lish

Pro

ficie

ncy

field

.

CA

PA (b

y C

APA

leve

l) En

glis

h Le

arne

r O

n th

e an

swer

doc

umen

t, th

e S

tude

nt’s

Eng

lish

Pro

ficie

ncy

field

was

m

arke

d E

nglis

h Le

arne

r. or

In

the

Pre

-ID fi

le, 3

was

ent

ered

in th

e S

tude

nt’s

Eng

lish

Pro

ficie

ncy

field

.

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.2

Sum

mary

Repo

rts

Aug

ust 2

007

20

07 S

TAR

Pos

t-Tes

t Gui

de

49

© 2

007

by th

e C

alifo

rnia

Dep

artm

ent o

f Edu

catio

n

DES

CR

IPTI

ON

S O

F SU

BG

RO

UPS

SUB

GR

OU

P D

ESC

RIP

TIO

N

CA

PA (b

y C

APA

leve

l) En

glis

h Le

arne

r Les

s Th

an 1

2 M

onth

s O

n th

e an

swer

doc

umen

t, th

e S

tude

nt’s

Eng

lish

Pro

ficie

ncy

field

was

m

arke

d E

nglis

h Le

arne

r; an

d E

nglis

h Le

arne

r (E

L) in

U.S

. Sch

ools

less

than

12

mon

ths

was

als

o m

arke

d.

or

In th

e P

re-ID

file

, the

Stu

dent

’s E

nglis

h P

rofic

ienc

y fie

ld h

ad a

3 a

nd E

nglis

h Le

arne

r (E

L) in

U.S

. Sch

ools

less

than

12

mon

ths

had

a Y

.

CA

PA (b

y C

APA

leve

l) En

glis

h Le

arne

r 12

Mon

ths

or M

ore

On

the

answ

er d

ocum

ent,

the

Stu

dent

’s E

nglis

h P

rofic

ienc

y fie

ld w

as

mar

ked

Eng

lish

Lear

ner a

nd E

nglis

h Le

arne

r (E

L) in

U.S

. Sch

ools

less

than

12

mon

ths

was

left

blan

k.

or

In th

e P

re-ID

file

, the

Stu

dent

’s E

nglis

h P

rofic

ienc

y fie

ld h

ad a

3 a

nd E

nglis

h Le

arne

r (E

L) in

U.S

. Sch

ools

less

than

12

mon

ths

was

bla

nk.

CA

PA S

tude

nts

(by

CA

PA le

vel)

with

Unk

now

n Fl

uenc

y O

n th

e an

swer

doc

umen

t, th

e S

tude

nt’s

Eng

lish

Pro

ficie

ncy

field

was

left

blan

k or

mul

tiple

resp

onse

s w

ere

give

n.

or

In th

e P

re-ID

file

, the

Stu

dent

’s E

nglis

h P

rofic

ienc

y fie

ld w

as b

lank

or

cont

aine

d an

inva

lid c

ode.

STS

Engl

ish

Lear

ner

On

the

answ

er d

ocum

ent,

the

Stu

dent

’s E

nglis

h P

rofic

ienc

y fie

ld w

as

mar

ked

Eng

lish

Lear

ner.

or

In th

e P

re-ID

file

, 3 w

as e

nter

ed in

the

Stu

dent

’s E

nglis

h P

rofic

ienc

y fie

ld.

STS

Engl

ish

Lear

ner L

ess

Than

12

Mon

ths

On

the

answ

er d

ocum

ent,

the

Stu

dent

’s E

nglis

h P

rofic

ienc

y fie

ld w

as

mar

ked

Eng

lish

Lear

ner;

and

Eng

lish

Lear

ner (

EL)

in U

.S. S

choo

ls le

ss th

an

12 m

onth

s w

as a

lso

mar

ked.

or

In

the

Pre

-ID fi

le, t

he s

tude

nt’s

Eng

lish

Pro

ficie

ncy

field

had

a 3

and

Eng

lish

Lear

ner (

EL)

in U

.S. S

choo

ls le

ss th

an 1

2 m

onth

s ha

d a

Y.

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.2

Sum

mary

Repo

rts

50

200

7 S

TAR

Pos

t-Tes

t Gui

de

A

ugus

t 200

7 ©

200

7 by

the

Cal

iforn

ia D

epar

tmen

t of E

duca

tion

DES

CR

IPTI

ON

S O

F SU

BG

RO

UPS

SUB

GR

OU

P D

ESC

RIP

TIO

N

STS

Engl

ish

Lear

ner 1

2 M

onth

s or

Mor

e O

n th

e an

swer

doc

umen

t, th

e S

tude

nt’s

Eng

lish

Pro

ficie

ncy

field

was

m

arke

d E

nglis

h Le

arne

r; an

d E

nglis

h Le

arne

r (E

L) in

U.S

. Sch

ools

less

than

12

mon

ths

was

left

blan

k.

or

In th

e P

re-ID

file

, the

Stu

dent

’s E

nglis

h P

rofic

ienc

y fie

ld h

ad a

3 a

nd E

nglis

h Le

arne

r (E

L) in

U.S

. Sch

ools

less

than

12

mon

ths

was

bla

nk.

STS

Stud

ents

with

Unk

now

n Fl

uenc

y O

n th

e an

swer

doc

umen

t, th

e S

tude

nt’s

Eng

lish

Pro

ficie

ncy

field

was

left

blan

k or

mul

tiple

resp

onse

s w

ere

give

n.

or

In th

e P

re-ID

file

, the

Stu

dent

’s E

nglis

h P

rofic

ienc

y fie

ld w

as b

lank

or

cont

aine

d an

inva

lid c

ode.

Prim

ary

Ethn

icity

CST

Stu

dent

s Pr

imar

y Et

hnic

ity

On

the

answ

er d

ocum

ent,

the

Prim

ary

Eth

nici

ty fi

eld

was

cod

ed w

ith o

ne o

f th

e fo

llow

ing

resp

onse

s:

• B

lack

or A

frica

n A

mer

ican

•

Am

eric

an In

dian

or A

lask

a N

ativ

e •

Asi

an (C

hine

se, J

apan

ese,

Kor

ean,

Vie

tnam

ese,

Asi

an In

dian

, La

otia

n, C

ambo

dian

, Oth

er A

sian

) •

Filip

ino

• H

ispa

nic

or L

atin

o •

Nat

ive

Haw

aiia

n or

Pac

ific

Isla

nder

(Haw

aiia

n, G

uam

ania

n, S

amoa

n,

Tahi

tian,

Oth

er P

acifi

c Is

land

er)

• W

hite

or

In

the

Pre

-ID fi

le, 1

00, 2

01, 2

02, 2

03, 2

04, 2

05, 2

06, 2

07, 2

99, 3

01, 3

02,

303,

304

, 399

, 400

, 500

, 600

, or 7

00 w

as e

nter

ed in

the

stud

ent’s

Prim

ary

Eth

nici

ty fi

eld.

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.2

Sum

mary

Repo

rts

Aug

ust 2

007

20

07 S

TAR

Pos

t-Tes

t Gui

de

51

© 2

007

by th

e C

alifo

rnia

Dep

artm

ent o

f Edu

catio

n

DES

CR

IPTI

ON

S O

F SU

BG

RO

UPS

SUB

GR

OU

P D

ESC

RIP

TIO

N

CST

Stu

dent

s D

eclin

ed to

Sta

te P

rimar

y Et

hnic

ity

On

the

answ

er d

ocum

ent,

the

Prim

ary

Eth

nici

ty fi

eld

was

mar

ked

Dec

lined

to

Sta

te.

or

999

was

ent

ered

in th

e st

uden

t’s P

rimar

y E

thni

city

fiel

d.

CST

Stu

dent

s U

nkno

wn

Prim

ary

Ethn

icity

O

n th

e an

swer

doc

umen

t, th

e P

rimar

y E

thni

city

fiel

d w

as le

ft bl

ank

or

mul

tiple

resp

onse

s w

ere

give

n.

or

In th

e P

re-ID

file

, the

Prim

ary

Eth

nici

ty fi

eld

was

bla

nk o

r con

tain

ed a

n in

valid

cod

e.

CA

T/6

Stud

ents

Prim

ary

Ethn

icity

O

n th

e an

swer

doc

umen

t, th

e P

rimar

y E

thni

city

fiel

d w

as c

oded

with

one

of

the

follo

win

g re

spon

ses:

•

Bla

ck o

r Afri

can

Am

eric

an

• A

mer

ican

Indi

an o

r Ala

ska

Nat

ive

• A

sian

(Chi

nese

, Jap

anes

e, K

orea

n, V

ietn

ames

e, A

sian

Indi

an,

Laot

ian,

Cam

bodi

an, O

ther

Asi

an)

• Fi

lipin

o •

His

pani

c or

Lat

ino

• N

ativ

e H

awai

ian

or P

acifi

c Is

land

er (H

awai

ian,

Gua

man

ian,

Sam

oan,

Ta

hitia

n, O

ther

Pac

ific

Isla

nder

) •

Whi

te

or

In th

e P

re-ID

file

, 100

, 201

, 202

, 203

, 204

, 205

, 206

, 207

, 299

, 301

, 302

, 30

3, 3

04, 3

99, 4

00, 5

00, 6

00, o

r 700

was

ent

ered

in th

e st

uden

t’s P

rimar

y E

thni

city

fiel

d.

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.2

Sum

mary

Repo

rts

52

200

7 S

TAR

Pos

t-Tes

t Gui

de

A

ugus

t 200

7 ©

200

7 by

the

Cal

iforn

ia D

epar

tmen

t of E

duca

tion

DES

CR

IPTI

ON

S O

F SU

BG

RO

UPS

SUB

GR

OU

P D

ESC

RIP

TIO

N

CA

T/6

Stud

ents

Dec

lined

to S

tate

Prim

ary

Ethn

icity

O

n th

e an

swer

doc

umen

t, th

e P

rimar

y E

thni

city

fiel

d w

as m

arke

d D

eclin

ed

to S

tate

. or

99

9 w

as e

nter

ed in

the

stud

ent’s

Prim

ary

Eth

nici

ty fi

eld.

CA

T/6

Stud

ents

Unk

now

n Pr

imar

y Et

hnic

ity

On

the

answ

er d

ocum

ent,

the

Prim

ary

Eth

nici

ty fi

eld

was

left

blan

k or

m

ultip

le re

spon

ses

wer

e gi

ven.

or

In

the

Pre

-ID fi

le, t

he P

rimar

y E

thni

city

fiel

d w

as b

lank

or c

onta

ined

an

inva

lid c

ode.

CA

PA S

tude

nts

Prim

ary

Ethn

icity

O

n th

e an

swer

doc

umen

t, th

e P

rimar

y E

thni

city

fiel

d w

as c

oded

with

one

of

the

follo

win

g re

spon

ses:

•

Bla

ck o

r Afri

can

Am

eric

an

• A

mer

ican

Indi

an o

r Ala

ska

Nat

ive

• A

sian

(Chi

nese

, Jap

anes

e, K

orea

n, V

ietn

ames

e, A

sian

Indi

an,

Laot

ian,

Cam

bodi

an, O

ther

Asi

an)

• Fi

lipin

o •

His

pani

c or

Lat

ino

• N

ativ

e H

awai

ian

or P

acifi

c Is

land

er (H

awai

ian,

Gua

man

ian,

Sam

oan,

Ta

hitia

n, O

ther

Pac

ific

Isla

nder

) •

Whi

te

or

In th

e P

re-ID

file

, 100

, 201

, 202

, 203

, 204

, 205

, 206

, 207

, 299

, 301

, 302

, 30

3, 3

04, 3

99, 4

00, 5

00, 6

00, o

r 700

was

ent

ered

in th

e st

uden

t’s P

rimar

y E

thni

city

fiel

d.

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.2

Sum

mary

Repo

rts

Aug

ust 2

007

20

07 S

TAR

Pos

t-Tes

t Gui

de

53

© 2

007

by th

e C

alifo

rnia

Dep

artm

ent o

f Edu

catio

n

DES

CR

IPTI

ON

S O

F SU

BG

RO

UPS

SUB

GR

OU

P D

ESC

RIP

TIO

N

CA

PA S

tude

nts

Dec

lined

to S

tate

Prim

ary

Ethn

icity

O

n th

e an

swer

doc

umen

t, th

e P

rimar

y E

thni

city

fiel

d w

as m

arke

d D

eclin

ed

to S

tate

. or

99

9 w

as e

nter

ed in

the

stud

ent’s

Prim

ary

Eth

nici

ty fi

eld.

CA

PA S

tude

nts

Unk

now

n Pr

imar

y Et

hnic

ity

On

the

answ

er d

ocum

ent,

the

Prim

ary

Eth

nici

ty fi

eld

was

left

blan

k or

m

ultip

le re

spon

ses

wer

e gi

ven.

or

In

the

Pre

-ID fi

le, t

he P

rimar

y E

thni

city

fiel

d w

as b

lank

or c

onta

ined

an

inva

lid c

ode.

STS

Stud

ents

Prim

ary

Ethn

icity

O

n th

e an

swer

doc

umen

t, th

e Id

entid

ad é

tnic

a fie

ld w

as c

oded

with

one

of

the

follo

win

g re

spon

ses:

•

afric

ano

amer

ican

o •

indi

o de

Am

éric

a, n

ativ

o de

Ala

ska:

•

asiá

tico

(chi

no, j

apon

és, c

orea

no, v

ietn

amita

, ind

io a

siát

ico,

la

osia

no, c

ambo

yano

, otro

asi

átic

o)

• fil

ipin

o •

hisp

ano

o la

tino

• na

tivo

haw

aian

o o

isle

ño p

acífi

co (n

ativ

o ha

wai

ano,

nat

ivo

de G

uam

, sa

moa

no, t

ahiti

ano,

otro

isle

ño p

acífi

co)

• bl

anco

or

In

the

Pre

-ID fi

le, 1

00, 2

01, 2

02, 2

03, 2

04, 2

05, 2

06, 2

07, 2

99, 3

01, 3

02,

303,

304

, 399

, 400

, 500

, 600

, or 7

00 w

as e

nter

ed in

the

stud

ent’s

Prim

ary

Eth

nici

ty fi

eld.

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.2

Sum

mary

Repo

rts

54

200

7 S

TAR

Pos

t-Tes

t Gui

de

A

ugus

t 200

7 ©

200

7 by

the

Cal

iforn

ia D

epar

tmen

t of E

duca

tion

DES

CR

IPTI

ON

S O

F SU

BG

RO

UPS

SUB

GR

OU

P D

ESC

RIP

TIO

N

STS

Stud

ents

Dec

lined

to S

tate

Prim

ary

Ethn

icity

O

n th

e an

swer

doc

umen

t, th

e Id

entid

ad é

tnic

a fie

ld w

as m

arke

d D

ecid

ió n

o re

spon

der.

or

In th

e P

re-ID

file

, 999

was

ent

ered

in th

e st

uden

t’s P

rimar

y E

thni

city

fiel

d.

STS

Stud

ents

Unk

now

n Pr

imar

y Et

hnic

ity

On

the

answ

er d

ocum

ent,

the

Iden

tidad

étn

ica

field

was

left

blan

k or

m

ultip

le re

spon

ses

wer

e gi

ven.

or

In

the

Pre

-ID fi

le, t

he P

rimar

y E

thni

city

fiel

d w

as b

lank

or c

onta

ined

an

inva

lid c

ode.

Ta

ble

II.6

Prim

ary

Dis

abili

ty C

odes

for S

prin

g 20

07 A

dmin

istr

atio

n

Cod

e D

isab

ility

D

efin

ition

010

Men

tal R

etar

datio

n (M

R)

Men

tal R

etar

datio

n m

eans

sig

nific

antly

sub

aver

age

gene

ral i

ntel

lect

ual f

unct

ioni

ng

exis

ting

conc

urre

ntly

with

def

icits

in a

dapt

ive

beha

vior

, and

man

ifest

ed d

urin

g th

e de

velo

pmen

tal p

erio

d, w

hich

adv

erse

ly a

ffect

s a

child

’s e

duca

tiona

l per

form

ance

.

020

Har

d of

Hea

ring

(HH

) H

ard

of H

earin

g m

eans

a h

earin

g im

pairm

ent,

whe

ther

per

man

ent o

r flu

ctua

ting,

w

hich

adv

erse

ly a

ffect

s a

child

’s e

duca

tiona

l per

form

ance

but

whi

ch is

not

incl

uded

un

der t

he d

efin

ition

of “

deaf

” in

this

sec

tion.

030

Dea

fnes

s (D

EA

F)

Dea

fnes

s m

eans

a h

earin

g im

pairm

ent w

hich

is s

o se

vere

that

the

child

is im

paire

d in

pr

oces

sing

ling

uist

ic in

form

atio

n th

roug

h le

arni

ng, w

ith o

r with

out a

mpl

ifica

tion,

whi

ch

adve

rsel

y af

fect

s ed

ucat

iona

l per

form

ance

.

040

Spe

ech

or L

angu

age

Impa

irmen

t S

peec

h an

d La

ngua

ge Im

pairm

ent m

eans

a c

omm

unic

atio

n di

sord

er s

uch

as

stut

terin

g, im

paire

d ar

ticul

atio

n, la

ngua

ge im

pairm

ent,

or a

voi

ce im

pairm

ent,

whi

ch

adve

rsel

y af

fect

s a

child

’s e

duca

tiona

l per

form

ance

.

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.2

Sum

mary

Repo

rts

Aug

ust 2

007

20

07 S

TAR

Pos

t-Tes

t Gui

de

55

© 2

007

by th

e C

alifo

rnia

Dep

artm

ent o

f Edu

catio

n

Cod

e D

isab

ility

D

efin

ition

050

Vis

ual I

mpa

irmen

t (V

I) V

isua

lly Im

paire

d m

eans

a v

isua

l im

pairm

ent t

hat,

even

with

cor

rect

ion,

adv

erse

ly

affe

cts

a ch

ild’s

edu

catio

nal p

erfo

rman

ce. T

he te

rm in

clud

es b

oth

parti

ally

see

ing

and

blin

d ch

ildre

n.

060

Em

otio

nal D

istu

rban

ce (E

D)

Em

otio

nal D

istu

rban

ce m

eans

a c

ondi

tion

exhi

bitin

g on

e or

mor

e of

the

follo

win

g ch

arac

teris

tics

over

a lo

ng p

erio

d of

tim

e an

d to

a m

arke

d de

gree

, whi

ch a

dver

sely

af

fect

s ed

ucat

iona

l per

form

ance

: A

. A

n in

abili

ty to

lear

n w

hich

can

not b

e ex

plai

ned

by in

telle

ctua

l, se

nsor

y, o

r he

alth

fact

ors;

B

. A

n in

abili

ty to

bui

ld o

r mai

ntai

n sa

tisfa

ctor

y in

terp

erso

nal r

elat

ions

hips

with

pe

ers

and

teac

hers

; C

. In

appr

opria

te ty

pes

of b

ehav

ior o

r fee

ling

unde

r nor

mal

circ

umst

ance

s;

D.

A g

ener

al p

erva

sive

moo

d of

unh

appi

ness

or d

epre

ssio

n; o

r E

. A

tend

ency

to d

evel

op p

hysi

cal s

ympt

oms

or fe

ars

asso

ciat

ed w

ith p

erso

nal o

r sc

hool

pro

blem

s.

The

term

(ED

) inc

lude

s ch

ildre

n w

ho a

re s

chiz

ophr

enic

. The

term

doe

s no

t inc

lude

ch

ildre

n w

ho a

re s

ocia

lly m

alad

just

ed, u

nles

s it

is d

eter

min

ed th

at th

ey e

xhib

it on

e or

m

ore

of th

e ch

arac

teris

tics

liste

d ab

ove.

070

Orth

oped

ic Im

pairm

ent (

OI)

Orth

oped

ic Im

pairm

ent m

eans

a s

ever

e or

thop

edic

impa

irmen

t whi

ch a

dver

sely

af

fect

s a

child

’s e

duca

tiona

l per

form

ance

. The

term

incl

udes

impa

irmen

ts c

ause

d by

co

ngen

ital a

nom

aly

(e.g

., cl

ubfo

ot, a

bsen

ce o

f som

e m

embe

r, et

c.),

impa

irmen

ts

caus

ed b

y di

seas

e (e

.g.,

polio

mye

litis

, bon

e tu

berc

ulos

is, e

tc.),

and

impa

irmen

ts fr

om

othe

r cau

ses

(e.g

., ce

rebr

al p

alsy

, am

puta

tions

, and

frac

ture

s or

bur

ns w

hich

ca

use

cont

ract

ures

).

080

Oth

er H

ealth

Impa

irmen

t (O

HI)

Oth

er H

ealth

Impa

irmen

t (O

HI)

mea

ns h

avin

g lim

ited

stre

ngth

, vita

lity

or a

lertn

ess,

du

e to

chr

onic

or a

cute

hea

lth p

robl

ems

such

as

a he

art c

ondi

tion,

tube

rcul

osis

, rh

eum

atic

feve

r, ne

phrit

is, a

sthm

a, s

ickl

e ce

ll an

emia

, hem

ophi

lia, e

pile

psy,

lead

po

ison

ing,

leuk

emia

, or d

iabe

tes,

whi

ch a

dver

sely

affe

cts

a ch

ild’s

edu

catio

nal

perfo

rman

ce.

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.2

Sum

mary

Repo

rts

56

200

7 S

TAR

Pos

t-Tes

t Gui

de

A

ugus

t 200

7 ©

200

7 by

the

Cal

iforn

ia D

epar

tmen

t of E

duca

tion

Cod

e D

isab

ility

D

efin

ition

090

Spe

cific

Lea

rnin

g D

isab

ility

(SLD

) S

peci

fic L

earn

ing

Dis

abili

ty m

eans

a d

isor

der i

n on

e or

mor

e of

the

basi

c ps

ycho

logi

cal p

roce

sses

invo

lved

in u

nder

stan

ding

or i

n us

ing

lang

uage

, spo

ken

or

writ

ten,

whi

ch m

ay m

anife

st it

self

in a

n im

perfe

ct a

bilit

y to

list

en, t

hink

, spe

ak, r

ead,

w

rite,

spe

ll, o

r to

do m

athe

mat

ical

cal

cula

tions

. The

term

incl

udes

suc

h co

nditi

ons

as

perc

eptu

al h

andi

caps

, bra

in in

jury

, min

imal

bra

in d

ysfu

nctio

n, d

ysle

xia,

and

de

velo

pmen

tal a

phas

ia. T

he te

rm d

oes

not i

nclu

de c

hild

ren

who

hav

e le

arni

ng

prob

lem

s th

at a

re p

rimar

ily th

e re

sult

of v

isua

l, he

arin

g, o

r mot

or h

andi

caps

, of m

enta

l re

tard

atio

n, o

f em

otio

nal d

istu

rban

ce, o

r of e

nviro

nmen

tal,

cultu

ral,

or e

cono

mic

di

sadv

anta

ge.

100

Dea

f-Blin

dnes

s (D

B)

Dea

f-Blin

dnes

s m

eans

con

com

itant

hea

ring

and

visu

al im

pairm

ents

, the

com

bina

tion

of w

hich

cau

ses

such

sev

ere

com

mun

icat

ion

and

othe

r dev

elop

men

tal a

nd

educ

atio

nal p

robl

ems

that

they

can

not b

e ac

com

mod

ated

in s

peci

al e

duca

tion

prog

ram

s so

lely

for d

eaf o

r blin

d ch

ildre

n.

110

Mul

tiple

Dis

abili

ties

(MD

) M

ultip

le D

isab

ilitie

s m

eans

con

com

itant

impa

irmen

ts (s

uch

as m

enta

l ret

arda

tion,

bl

indn

ess,

orth

oped

ic im

pairm

ent,

etc.

) the

com

bina

tion

of w

hich

cau

ses

such

sev

ere

educ

atio

nal p

robl

ems

that

they

can

not b

e ac

com

mod

ated

in s

peci

al e

duca

tion

prog

ram

s so

lely

for o

ne o

f the

impa

irmen

ts. T

he te

rm d

oes

not i

nclu

de d

eaf-b

lind

child

ren.

120

Aut

ism

(AU

T)

Aut

ism

mea

ns a

dev

elop

men

tal d

isab

ility

sig

nific

antly

affe

ctin

g ve

rbal

and

non

-ver

bal

com

mun

icat

ion

and

soci

al in

tera

ctio

n, g

ener

ally

evi

dent

bef

ore

age

thre

e, th

at

adve

rsel

y af

fect

s ed

ucat

iona

l per

form

ance

. Cha

ract

eris

tics

of a

utis

m in

clud

e:

irreg

ular

ities

and

impa

irmen

ts in

com

mun

icat

ion,

eng

agem

ent i

n re

petit

ive

activ

ities

an

d st

ereo

type

d m

ovem

ents

, res

ista

nce

to e

nviro

nmen

tal c

hang

e or

cha

nge

in d

aily

ro

utin

es, a

nd u

nusu

al re

spon

ses

to s

enso

ry e

xper

ienc

es. T

he te

rm d

oes

not i

nclu

de

child

ren

with

cha

ract

eris

tics

of th

e di

sabi

lity

serio

us e

mot

iona

l dis

turb

ance

(SE

D).

If a

child

man

ifest

s ch

arac

teris

tics

of th

e di

sabi

lity

cate

gory

“aut

ism

” afte

r age

thre

e, th

at

child

stil

l cou

ld b

e di

agno

sed

as h

avin

g “a

utis

m” i

f the

crit

eria

in th

e ab

ove

para

grap

h ar

e sa

tisfie

d.

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.2

Sum

mary

Repo

rts

Aug

ust 2

007

20

07 S

TAR

Pos

t-Tes

t Gui

de

57

© 2

007

by th

e C

alifo

rnia

Dep

artm

ent o

f Edu

catio

n

Cod

e D

isab

ility

D

efin

ition

130

Trau

mat

ic B

rain

Inju

ry (T

BI)

Trau

mat

ic B

rain

Inju

ry m

eans

an

inju

ry to

the

brai

n ca

used

by

an e

xter

nal p

hysi

cal

forc

e or

by

an in

tern

al o

ccur

renc

e su

ch a

s st

roke

or a

neur

ysm

, res

ultin

g in

tota

l or

parti

al fu

nctio

nal d

isab

ility

or p

sych

osoc

ial m

alad

just

men

t tha

t adv

erse

ly a

ffect

s ed

ucat

iona

l per

form

ance

. The

term

incl

udes

ope

n or

clo

sed

head

inju

ries

resu

lting

in

mild

, mod

erat

e, o

r sev

ere

impa

irmen

ts in

one

or m

ore

area

s, in

clud

ing

cogn

ition

; la

ngua

ge m

emor

y; a

ttent

ion;

reas

onin

g; a

bstra

ct th

inki

ng; j

udgm

ent;

prob

lem

-sol

ving

; se

nsor

y, p

erce

ptua

l and

mot

or a

bilit

ies;

psy

chos

ocia

l beh

avio

r; ph

ysic

al fu

nctio

ns;

info

rmat

ion

proc

essi

ng; a

nd s

peec

h. T

he te

rm d

oes

not i

nclu

de b

rain

inju

ries

that

are

co

ngen

ital o

r deg

ener

ativ

e, o

r bra

in in

jurie

s in

duce

d by

birt

h tra

uma.

Part II Report Descriptions | Chapter II.2 Summary Reports | STAR Group Summary: CAT/6 Survey


STAR Group Summary: CAT/6 Survey

Purpose To summarize the Student Master List information for the CAT/6 Survey tests, only administered to students taking the grade 3 and grade 7 tests.

Format 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.

Action 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.

Focus CAT/6 Survey results for the school or district.

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.2

Sum

mary

Repo

rts | S

TAR

Grou

p Sum

mary:

CAT

/6 Su

rvey

Aug

ust 2

007

20

07 S

TAR

Pos

t-Tes

t Gui

de

59

© 2

007

by th

e C

alifo

rnia

Dep

artm

ent o

f Edu

catio

n

Gro

up S

umm

ary

Sam

ple

1.

Num

ber

Enro

lled

3.

Per

cent

Tes

ted

5.

Per

cent

Val

id S

core

s

8.

Mea

n N

CE

2.

Num

ber T

este

d 4

. N

umbe

r Val

id S

core

s

7.

Nat

iona

l PR

-S

11.

Per

cent

Sco

ring

(Qua

rtile

s)

10.

Scal

e Sc

ore

Stan

dard

D

evia

tion

9.

Scal

e Sc

ore

Mea

n

12.

Per

cent

Sco

ring

(Fift

hs)

13.

Nat

iona

l Per

cent

ile R

ank

6.

Num

ber T

este

d w

/Sco

res

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.2

Sum

mary

Repo

rts

60

200

7 S

TAR

Pos

t-Tes

t Gui

de

A

ugus

t 200

7 ©

200

7 by

the

Cal

iforn

ia D

epar

tmen

t of E

duca

tion

Tabl

e II.

7 ST

AR

Gro

up S

umm

ary:

CA

T/6

Surv

ey D

escr

iptio

ns

1..

Num

ber E

nrol

led

For t

he s

ubje

ct, n

umbe

r of m

ultip

le-c

hoic

e an

swer

doc

umen

ts s

ubm

itted

, min

us th

e nu

mbe

r of

answ

er d

ocum

ents

cod

ed th

at s

tude

nt e

nrol

led

afte

r the

firs

t day

and

was

test

ed.

2..

Num

ber T

este

d Fo

r the

sub

ject

, num

ber o

f thi

rd o

r sev

enth

gra

de s

tude

nts

that

resp

onde

d to

any

que

stio

ns o

n th

e te

st o

r who

se a

nsw

er d

ocum

ents

wer

e co

ded

for t

este

d bu

t mar

ked

no a

nsw

ers.

3..

Perc

ent T

este

d Fo

r the

sub

ject

, num

ber o

f stu

dent

s te

sted

, div

ided

by

the

num

ber o

f stu

dent

s en

rolle

d,

mul

tiplie

d by

100

, and

roun

ded

to th

e ne

ares

t ten

th. [

(Num

ber T

este

d / N

umbe

r Enr

olle

d) *

100

, ro

unde

d to

nea

rest

tent

h]

4..

Num

ber V

alid

Sco

res

For t

he s

ubje

ct, n

umbe

r of s

tude

nts

that

rece

ived

a s

cale

sco

re, p

erce

ntile

, sta

nine

, and

nor

mal

cu

rve

equi

vale

nt. F

or a

ggre

gate

repo

rting

and

acc

ount

abili

ty p

urpo

ses,

this

num

ber d

oes

not

incl

ude:

•

inco

mpl

ete

test

s •

test

s ta

ken

with

mod

ifica

tions

•

stud

ents

with

inco

nsis

tent

gra

des

(test

did

not

mat

ch s

tude

nt’s

gra

de le

vel)

5..

Perc

ent V

alid

Sco

res

For t

he s

ubje

ct, n

umbe

r of v

alid

sco

res,

div

ided

by

the

num

ber o

f stu

dent

s te

sted

, mul

tiplie

d by

10

0, a

nd ro

unde

d to

the

near

est w

hole

num

ber.

[(Num

ber V

alid

Sco

res

/ Num

ber T

este

d) *

100

, ro

unde

d to

nea

rest

who

le n

umbe

r]

6..

Num

ber T

este

d w

ith

Scor

es

For t

he g

roup

and

sub

ject

, num

ber o

f stu

dent

s w

hose

test

ing

resu

lted

in s

core

s. N

umbe

r in

clud

es s

tude

nts

who

test

ed w

ith m

odifi

catio

ns b

ut n

ot:

• in

com

plet

e te

sts

• st

uden

ts w

ith in

cons

iste

nt g

rade

s (te

st d

id n

ot m

atch

stu

dent

’s g

rade

leve

l)

7..

Nat

iona

l Per

cent

ile

Ran

k-St

anin

e (P

R-S

) PR

(Nat

iona

l Per

cent

ile R

ank)

: The

per

cent

age

of s

core

s in

the

norm

gro

up o

f stu

dent

s in

a

natio

nal s

ampl

e w

ho te

sted

in th

e sa

me

grad

e at

a c

ompa

rabl

e tim

e of

the

scho

ol y

ear t

hat f

ell

at o

r bel

ow th

is s

tude

nt’s

sco

re.

S (S

tani

ne):

A s

tand

ard

scor

e ra

ngin

g fro

m 1

to 9

. Sta

nine

s of

1, 2

, and

3 a

re c

onsi

dere

d be

low

av

erag

e, s

tani

nes

of 4

, 5, a

nd 6

ave

rage

, and

sta

nine

s of

7, 8

, and

9 a

bove

ave

rage

.

8..

Mea

n N

orm

al C

urve

Eq

uiva

lent

(NC

E)

Ave

rage

NC

E fo

r all

stud

ents

with

in th

e gr

oup.

Thi

s is

a v

alue

from

1 to

99

that

is b

ased

on

an

equa

l int

erva

l sca

le.

9..

Scal

e Sc

ore

Mea

n Fo

r the

sub

ject

, ave

rage

of t

he v

alid

sca

le s

core

s fo

r the

gro

up o

f stu

dent

s. [(

Sum

of V

alid

S

core

s / N

umbe

r Val

id S

core

s)]

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.2

Sum

mary

Repo

rts

Aug

ust 2

007

20

07 S

TAR

Pos

t-Tes

t Gui

de

61

© 2

007

by th

e C

alifo

rnia

Dep

artm

ent o

f Edu

catio

n

10..

Scal

e Sc

ore

Stan

dard

D

evia

tion

Sta

ndar

d de

viat

ion

(SD

) of t

he s

cale

sco

res

for a

gro

up o

f stu

dent

s. T

he s

cale

sco

re S

D

indi

cate

s ho

w fa

r aw

ay s

cale

sco

res

are

from

the

scal

e sc

ore

mea

n. M

ost s

cale

sco

res

(abo

ut

68%

) will

be

with

in o

ne S

D o

f the

mea

n. V

ery

few

sca

le s

core

s (a

bout

5%

) will

be

mor

e th

an tw

o S

Ds

away

from

the

mea

n.

11.

Perc

ent S

corin

g (Q

uart

iles)

Fo

r eac

h su

bjec

t, th

e pe

rcen

t of s

tude

nts’

sco

res

that

fell

abov

e ea

ch q

uarti

le.

Per

cent

of s

tude

nts

scor

ing

abov

e th

e 75

th n

atio

nal p

erce

ntile

. P

erce

nt o

f stu

dent

s sc

orin

g at

or a

bove

the

50th n

atio

nal p

erce

ntile

. P

erce

nt o

f stu

dent

s sc

orin

g ab

ove

the

25th n

atio

nal p

erce

ntile

.

12.

Perc

ent S

corin

g (F

ifths

) Fo

r eac

h su

bjec

t, th

e pe

rcen

t of s

tude

nts’

sco

res

that

fell

with

in e

ach

fifth

of t

he d

istri

butio

n.

Whe

n pe

rcen

tiles

are

gro

uped

into

five

equ

al c

ateg

orie

s, th

ey a

re c

alle

d fif

ths.

Fou

r qui

ntile

s—20

th, 4

0th, 6

0th, a

nd 8

0th—

divi

de th

e sc

ores

into

the

five

grou

ps. T

he p

erce

ntile

rang

es fr

om th

e hi

ghes

t fift

h of

the

dist

ribut

ion

to th

e lo

wes

t are

: S

tude

nt s

core

s be

twee

n th

e 80

th to

99th

per

cent

iles

Stu

dent

sco

res

betw

een

the

60th to

79th

per

cent

iles

Stu

dent

sco

res

betw

een

the

40th to

59th

per

cent

iles

Stu

dent

sco

res

betw

een

the

20th to

39th

per

cent

iles

Stu

dent

sco

res

betw

een

the

1st to

19th

per

cent

iles

13.

Nat

iona

l Per

cent

ile

Ran

k G

raph

sho

win

g th

e N

atio

nal P

R (p

erce

ntile

rank

) for

Rea

ding

, Lan

guag

e, M

athe

mat

ics,

and

S

pelli

ng.

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


Chapter II.3 Individual Reports STAR Student Record Label

Purpose To allow schools to comply with Section 60607(a) of the California Education Code that requires results for tests within the STAR Program to be part of the student’s permanent record.

Format Student record labels are printed five per sheet, one label per student per test. A student who took both the CSTs and the STS may have two student record labels.

Action Schools should affix this label to the individual student’s permanent school records.

Focus Student’s overall test results.

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.3

Indiv

idual

Repo

rts | S

TAR

Stud

ent R

ecor

d Lab

el

Aug

ust 2

007

20

07 S

TAR

Pos

t-Tes

t Gui

de

63

© 2

007

by th

e C

alifo

rnia

Dep

artm

ent o

f Edu

catio

n

Stud

ent R

ecor

d La

bel S

ampl

es

Sam

ples

—C

ST a

nd S

TS

Ta

ble

II.8

STA

R S

tude

nt R

ecor

d La

bel D

escr

iptio

ns

1..

Stud

ent n

ame

Stu

dent

’s n

ame.

2..

Stud

ent C

RL

Num

ber

Cal

iforn

ia R

eadi

ng L

ist (

CR

L) N

umbe

r tha

t is

base

d on

the

stud

ent’s

mos

t rec

ent C

ST

for E

LA

scor

e an

d m

ay b

e us

ed to

obt

ain

a lis

t of b

ooks

that

may

be

appr

opria

te fo

r the

stu

dent

to re

ad

base

d on

the

stud

ent’s

test

sco

re. D

oes

not a

pply

to S

TS o

r CA

PA

. See

App

endi

x I o

n pa

ge 1

40

for m

ore

info

rmat

ion

on th

e C

RL

Num

ber.

3..

Stud

ent i

dent

ifica

tion

Info

rmat

ion

abou

t a s

tude

nt in

clud

ing

grad

e en

rolle

d, te

st d

ate,

dat

e of

birt

h, s

choo

l, an

d di

stric

t w

here

the

test

was

take

n.

4..

STA

R te

st n

ame

Nam

e of

the

STA

R te

st fo

r whi

ch th

e re

sults

are

repo

rted.

5..

Test

con

tent

are

a S

ubje

ct o

f tes

t tak

en.

1.

Stu

dent

nam

e

2.

Stu

dent

CR

L N

umbe

r

3.

Stu

dent

iden

tific

atio

n 5

. Te

st c

onte

nt a

rea

8.

Per

form

ance

Lev

el9.

Tes

t con

tent

are

a (C

AT/

6 S

urve

y)

10.

Scal

e Sc

ore

(CA

T/6

Sur

vey) 12

. N

atio

nal

Nor

mal

Cur

ve

Equi

vale

nt

7.

Scal

e Sc

ore

4.

STA

R te

st n

ame

6.

Acc

omm

odat

ion

or

Mod

ifica

tion

11.

Nat

iona

l P

erce

ntile

R

ank-

Sta

nine

13.

Per

cent

Cor

rect

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.3

Indiv

idual

Repo

rts

64

200

7 S

TAR

Pos

t-Tes

t Gui

de

A

ugus

t 200

7 ©

200

7 by

the

Cal

iforn

ia D

epar

tmen

t of E

duca

tion

6..

A (a

ccom

mod

atio

n) o

r M

(mod

ifica

tion)

A

is p

rinte

d if

the

stud

ent u

sed

acco

mm

odat

ions

dur

ing

the

test

, inc

ludi

ng u

sing

ext

ra ti

me

durin

g th

e C

AT/

6 S

urve

y.

M is

prin

ted

if th

e st

uden

t use

d m

odifi

catio

ns d

urin

g th

e te

st.

M a

ppea

rs if

the

stud

ent u

sed

both

an

acco

mm

odat

ion

and

a m

odifi

catio

n.

7..

Scal

e Sc

ore

For C

STs

, a v

alue

from

150

to 6

00, w

ith 3

50 a

s th

e lo

wes

t sco

re fo

r the

pro

ficie

nt p

erfo

rman

ce

leve

l. Fo

r CA

PA

, a v

alue

from

15

to 6

0, w

ith 3

5 as

the

low

est s

core

for t

he p

rofic

ient

per

form

ance

le

vel.

Doe

s no

t app

ly to

STS

.

8..

Perf

orm

ance

Lev

el

The

stud

ent’s

per

form

ance

leve

l on

this

test

: adv

ance

d (A

DV

), pr

ofic

ient

(PR

O),

basi

c (B

), be

low

ba

sic

(BB

), or

far b

elow

bas

ic (F

BB

). Th

e ta

rget

is fo

r all

stud

ents

to s

core

pro

ficie

nt o

r adv

ance

d.

Doe

s no

t app

ly to

STS

.

9..

Test

con

tent

are

a (C

AT/

6 Su

rvey

) S

ubje

ct o

f CA

T/6

Sur

vey

test

s ta

ken,

for s

tude

nts

in g

rade

s th

ree

and

seve

n.

10.

Scal

e Sc

ore

(CA

T/6

Surv

ey)

On

the

CA

T/6

Sur

vey,

the

scal

e sc

ore

is a

val

ue fr

om 1

to 9

99 th

at is

use

d to

der

ive

othe

r sco

res.

11.

Nat

iona

l Per

cent

ile R

ank-

Stan

ine

PR (P

erce

ntile

Ran

k): T

he p

erce

ntag

e of

sco

res

for t

he n

atio

nal s

ampl

e of

stu

dent

s w

ho to

ok th

is

test

in th

e sa

me

grad

e at

a c

ompa

rabl

e tim

e du

ring

the

scho

ol y

ear i

n 20

01 th

at w

as th

e sa

me

or

low

er th

an th

is s

tude

nt’s

sco

re.

S (S

tani

ne):

A s

tand

ard

scor

e ra

ngin

g fro

m 1

to 9

. Sta

nine

s of

1, 2

, and

3 a

re c

onsi

dere

d be

low

av

erag

e, s

tani

nes

of 4

, 5, a

nd 6

ave

rage

, and

sta

nine

s of

7, 8

, and

9 a

bove

ave

rage

.

12.

Nat

iona

l Nor

mal

Cur

ve

Equi

vale

nt

Nat

iona

l nor

mal

cur

ve e

quiv

alen

t: A

val

ue fr

om 1

to 9

9 on

an

equa

l int

erva

l sca

le. S

ee

App

endi

x F

on p

age

132

for t

he N

CE

rang

es th

at c

orre

spon

d to

eac

h N

atio

nal P

erce

ntile

.

13.

Perc

ent (

%) C

orre

ct

Stu

dent

’s s

core

on

the

STS

, whi

ch is

the

perc

enta

ge o

f cor

rect

resp

onse

s th

e st

uden

t mad

e on

th

e S

TS. S

cale

sco

res

and

perfo

rman

ce le

vels

are

not

ava

ilabl

e.

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.3

Indiv

idual

Repo

rts

Aug

ust 2

007

20

07 S

TAR

Pos

t-Tes

t Gui

de

65

© 2

007

by th

e C

alifo

rnia

Dep

artm

ent o

f Edu

catio

n

CST

for G

rade

3 S

ampl

e

C

ST fo

r Gra

de 1

0 Sa

mpl

e

C

APA

Sam

ple

ST

S fo

r Gra

de 4

Sam

ple

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


STAR Student Master List

Purpose 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.

Format

Student names are printed in alphabetical order within each grade, by last name, first name, and middle initial. Tests are listed in the following order:

• CST scores and CAT/6 Survey scores (grades 3 and 7) • CAPA scores • STS scores (grades 2, 3, and 4 only)

If scores are not available, a reason code is printed.

Action This report can be used by school administrators to look up student results. The report may be used to scan the students’ scores to assist in the identification of students for further evaluation to participate in special or intervention programs.

Focus Individual student performance on the CST-CAT/6 Survey, CAPA, and STS, including performance on the reporting clusters for CSTs and STS.

For the list of 2007 CST reporting clusters and number of questions for each, see Appendix A on page 116. For the list of 2007 STS reporting clusters and number of questions for each, see Appendix B on page 126. Writing Applications Standards Scores for Grades 4 and 7 Writing Applications is one of six reporting clusters for the Grade 4 and 7 California English–Language Arts Standards Tests. Like 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. Since 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 gives the student’s response a score of 1–4. The rating is then doubled, so that the student receives a writing score of 2, 4, 6, or 8. The writing score is added to the ELA multiple-choice score (possible 75) for a total possible raw score of 83. Generally, ELA scale scores for grade 4 and grade 7 students are derived based on this 83-point scale for raw scores. If a student’s writing test cannot be scored, a 75-point raw score scale may be used. STS Scores Because this is the first operational test for the STS there are no scale scores or performance levels available for students who took this test. Instead, the STS scores are presented as percents correct.

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.3

Indiv

idual

Repo

rts | S

TAR

Stud

ent M

aster

List

Aug

ust 2

007

20

07 S

TAR

Pos

t-Tes

t Gui

de

67

© 2

007

by th

e C

alifo

rnia

Dep

artm

ent o

f Edu

catio

n

Stud

ent M

aste

r Lis

t Sam

ples

C

ST a

nd S

TS

7.

STA

R te

st n

ame

2.

Stu

dent

In

form

atio

n

1.

Stu

dent

CR

L

8 .

Acc

omm

odat

ion

or M

odifi

catio

n 4

. Sc

ale

Scor

e

3.

Per

form

ance

Lev

el

9.

Rep

ortin

g cl

uste

r per

cent

cor

rect

6.

Writ

ing

test

sco

re (R

C6)

12.

Nat

iona

l Nor

mal

C

urve

Equ

ival

ent

11.

Nat

iona

l Per

cent

ile

Ran

k-S

tani

ne

5.

Rep

ortin

g cl

uste

r nam

e

10.

Test

con

tent

are

a (C

AT/

6 S

urve

y)

7.

STA

R te

st n

ame

13.

Test

con

tent

ar

ea (C

ST, S

TS)

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.3

Indiv

idual

Repo

rts

68

200

7 S

TAR

Pos

t-Tes

t Gui

de

A

ugus

t 200

7 ©

200

7 by

the

Cal

iforn

ia D

epar

tmen

t of E

duca

tion

Tabl

e II.

9 ST

AR

Stu

dent

Mas

ter L

ist D

escr

iptio

ns

1..

Stud

ent C

RL

Cal

iforn

ia R

eadi

ng L

ist (

CR

L) N

umbe

r tha

t is

base

d on

the

stud

ent’s

mos

t rec

ent C

ST

for

ELA

sco

re a

nd m

ay b

e us

ed to

obt

ain

a lis

t of b

ooks

that

may

be

appr

opria

te fo

r the

stu

dent

to

read

bas

ed o

n th

e st

uden

t’s te

st s

core

. See

App

endi

x I o

n pa

ge 1

40 fo

r mor

e in

form

atio

n on

the

CR

L N

umbe

r. D

oes

not a

pply

to S

TS o

r CA

PA

.

2..

Stud

ent I

nfor

mat

ion

Stu

dent

’s n

ame,

SS

ID n

umbe

r, an

d da

te o

f birt

h.

3..

Perf

orm

ance

Lev

el (P

erf

Levl

) Th

e st

uden

t’s p

erfo

rman

ce le

vel o

n th

is te

st: a

dvan

ced

(AD

V),

prof

icie

nt (P

RO

), ba

sic

(B),

belo

w b

asic

(BB

), or

far b

elow

bas

ic (F

BB

). Th

e ta

rget

is fo

r all

stud

ents

to s

core

pro

ficie

nt o

r ad

vanc

ed. D

oes

not a

pply

to S

TS.

4..

Scal

e Sc

ore

(SS)

Fo

r CS

Ts, a

val

ue fr

om 1

50 to

600

, with

350

as

the

low

est s

core

for t

he p

rofic

ient

pe

rform

ance

leve

l. Fo

r CA

PA

, a v

alue

from

15

to 6

0, w

ith 3

5 as

the

low

est s

core

for t

he

prof

icie

nt p

erfo

rman

ce le

vel.

Doe

s no

t app

ly to

STS

.

5..

Rep

ortin

g cl

uste

r nam

e R

epor

ting

clus

ter f

or c

onte

nt a

rea

take

n. D

oes

not a

pply

to C

AP

A.

6..

Writ

ing

test

sco

re (R

C6)

W

ritin

g A

pplic

atio

ns S

tand

ards

Sco

re fo

r gra

de 4

or g

rade

7 w

ould

app

ear h

ere

unde

r the

title

“W

ritin

g A

pp.”

Pos

sibl

e w

ritin

g sc

ore

is 2

, 4, 6

, or 8

. If n

o w

ritin

g sc

ore

is a

vaila

ble,

one

of

thes

e le

tters

will

app

ear:

C I L T B R W NT–t

he s

tude

nt c

opie

d th

e ta

sk in

stea

d of

com

plet

ing

it –t

he s

tude

nt’s

writ

ing

was

ille

gibl

e –t

he s

tude

nt w

rote

in a

lang

uage

oth

er th

an E

nglis

h –t

he s

tude

nt w

rote

an

essa

y on

som

ethi

ng o

ther

than

the

assi

gned

topi

c –t

he s

tude

nt s

ubm

itted

a b

lank

pap

er

–the

stu

dent

refu

sed

to w

rite

–the

stu

dent

wro

te o

n a

prom

pt fr

om a

n ea

rlier

test

ing

perio

d —

not t

aken

7..

STA

R te

st n

ame

Nam

e of

the

STA

R te

st fo

r whi

ch th

e re

sults

are

repo

rted.

8..

A (a

ccom

mod

atio

n) o

r M

(mod

ifica

tion)

A

app

ears

if th

e st

uden

t use

d an

acc

omm

odat

ion

on th

e sp

ecifi

ed C

ST,

incl

udin

g us

ing

extra

tim

e du

ring

the

CA

T/6

Sur

vey.

M

app

ears

if th

e st

uden

t use

d a

mod

ifica

tion

on th

e sp

ecifi

ed C

ST-

CA

T/6

Sur

vey

or S

TS.

M a

ppea

rs if

the

stud

ent u

sed

both

an

acco

mm

odat

ion

and

a m

odifi

catio

n.

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.3

Indiv

idual

Repo

rts

Aug

ust 2

007

20

07 S

TAR

Pos

t-Tes

t Gui

de

69

© 2

007

by th

e C

alifo

rnia

Dep

artm

ent o

f Edu

catio

n

9..

Rep

ortin

g cl

uste

r per

cent

co

rrec

t N

ame

and

perc

ent c

orre

ct fo

r eac

h re

porti

ng c

lust

er (R

C).

Rep

ortin

g cl

uste

rs v

ary

by g

rade

an

d su

bjec

t. D

oes

not a

pply

to C

AP

A.

10.

Test

con

tent

are

a (C

AT/

6 Su

rvey

) S

ubje

ct o

f CA

T/6

Sur

vey

test

s ta

ken,

for s

tude

nts

in g

rade

s th

ree

and

seve

n.

11.

Nat

iona

l Per

cent

ile R

ank-

Stan

ine

PR (P

erce

ntile

Ran

k): T

he p

erce

ntag

e of

sco

res

for t

he n

atio

nal s

ampl

e of

stu

dent

s w

ho to

ok

this

test

in th

e sa

me

grad

e at

a c

ompa

rabl

e tim

e du

ring

the

scho

ol y

ear i

n 20

01 th

at w

as th

e sa

me

or lo

wer

than

this

stu

dent

’s s

core

. S

(Sta

nine

): A

sta

ndar

d sc

ore

rang

ing

from

1 to

9. S

tani

nes

of 1

, 2, a

nd 3

are

con

side

red

belo

w a

vera

ge, s

tani

nes

of 4

, 5, a

nd 6

ave

rage

, and

sta

nine

s of

7, 8

, and

9 a

bove

ave

rage

.

12.

Nat

iona

l Nor

mal

Cur

ve

Equi

vale

nt

Nat

iona

l nor

mal

cur

ve e

quiv

alen

t: A

val

ue fr

om 1

to 9

9 on

an

equa

l int

erva

l sca

le.

13.

Test

con

tent

are

a (C

ST,

STS)

S

ubje

ct o

f the

CS

T or

STS

test

s ta

ken.

Part

II Rep

ort D

escri

ption

s | C

hapte

r II.3

Indiv

idual

Repo

rts

70

200

7 S

TAR

Pos

t-Tes

t Gui

de

A

ugus

t 200

7 ©

200

7 by

the

Cal

iforn

ia D

epar

tmen

t of E

duca

tion

Mas

ter L

ist S

ampl

e R

ecor

ds

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


STAR Student Reports

Purpose 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 the report received by the teacher.

Format

The STAR Student Report for CSTs and CAT/6 Survey consists of a single two-sided page:

• Front: student scores on the CSTs • Back: student’s CST content area (reporting cluster) number correct, 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”

• The grade 11 report also includes results for the EAP, if the student opted to take the EAP

The STAR Student Report for CAPA consists of a single two-sided page: • Front: student scores • Back: explanation of CAPA levels and of English–language arts and mathematics

performance levels

The STAR Student Report for STS consists of a single two-sided page: • Front: student scores • Back: student’s STS content area (reporting cluster) percent correct scores

Action Districts must mail the copy they have received to the student’s parents/guardians within 20 working days of its delivery to the district office. Schools must give the copy they have received to the student’s current teacher or counselor.

Focus 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 2007 CST reporting clusters and the number of questions for each, see Appendix A on page 116. For the list of 2007 STS reporting clusters and the number of questions for each, see Appendix B on page 126.

Part II Report Descriptions | Chapter II.3 Individual Reports


Student Report for CST—Front Page, Top: Student Information, Grade 3

Table II.10 The Student Report for CSTs: Student Information Descriptions

1.. Student identification Information about the student. Note: The grade indicates the grade in which the student was

enrolled.

2.. Student’s mailing address

Student’s mailing address, if provided by the district.

3.. School and district School and district name.

4.. Letter Letter from the California State Superintendent of Public Instruction explaining the purpose of the report.

4. Letter

1. Student identification

2. Student’s mailing address

3. School and district



Student Report for CSTs—Front Page, Bottom: Student’s Overall Results on the California Standards Tests, Grade 3

1. Overall results

2. STAR results

3. How to use these results



Table II.11 The Student Report for CSTs: Student’s Overall Results Descriptions

1.. Overall results 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 when student was absent, not tested by parent/guardian request, 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. (The grade on the School and Grade Identification [SGID] sheet was different from the answer document grade level.)

• Test not scored because test name was not marked on answer document. (The student took an end-of-course test in mathematics [grades 7–11] or science [grades 9–11] but the test name—Algebra I, Geometry, etc.—was not marked.)

2.. STAR results Lists Web addresses to find complete STAR results or the School Accountability Report Cards.

3.. How to use these results

Gives context for interpreting the results, and suggests ways that parents/guardians can use the results to help their child succeed in school.

Student Report for CSTs—Back Page, Top: Student’s Strengths and Needs, Grade 3

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 student’s 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 California Standards Tests are required.



1. Two subjects for grades 2, 3, 4, 6, and 7 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 5 This report includes content area (reporting cluster) information, plus a section listing additional resources.

3. Four subjects for grades 8 and 9 These reports include the content area (reporting cluster) information for each subject.

4. Five subjects for grades 10 and 11 These reports include only the content area (reporting cluster) information for each subject, plus a section on the EAP results (grade 11 only).

1. Information note 2. Performance chart

3. Content areas (reporting clusters)

6. Content area description 1

7. Content area description 2

4. Number correct 5. Percentage correct



Table II.12 The Student Report for CSTs: Student’s Strengths and Needs Descriptions

1.. Information note A note about using the information in the report, and listing Web addresses for released test items and content standards.

2.. Performance chart 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.

3.. Content areas (reporting clusters)

Content areas for English–language arts and mathematics* (all grades).

4.. Number correct The number of questions answered correctly by the student for this reporting cluster.

5.. Percentage correct The percentage of questions answered correctly by the student for this reporting cluster.

6.. Content area description 1

Content area for science* (grade 5). or Content areas for history–social science* (grades 8, 9, 10, and 11). or English–language arts standards descriptions (grades 2, 3, 4, 6, and 7).

7.. Content area description 2

Content area for history–social science* (grade 11). or Content areas 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).

*See page 75 for a description of the diamond (♦) placement.

Student Report for CST—Back Page, Bottom: Student’s California Reading List Number and National Comparison, Grade 3

For more information about California Reading List Numbers, see page 140.

1. California Reading List Number 2. National comparison

3. More about STAR



Table II.13 The Student Report for CSTs: Student’s California Reading List Number and National Comparison Descriptions

1.. California Reading List Number

California Reading List Number that is based on the student’s CST 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 click on 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 140 for more information about using the California Reading List Web site.

2.. National comparison 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 percentage of students in the national norm group whose scores fell at or below the student’s score on the CAT/6 Survey.

3.. More about STAR Provides information about how parents/guardians may acquire more information about the STAR Program. If the student is in a grade other than grade 3, 7, or 10, this section is to the right of the CRL section:

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



Student Report for CSTs—Grade 4 Sample for Parents/Guardians Sample front



Sample back



Student Report for CSTs—Grade 11 Sample for Parents/Guardians Sample front



Sample back



Student Report for CAPA—Front Page, Top: Student Information

Table II.14 The Student Report for CAPA: Student Information Descriptions

1.. Student identification Information about the student: student identification number, birth date, test date, grade, and 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:

Level II: Grades 2–3 Level III: Grades 4–5 Level IV: Grades 6–8 Level V: Grades 9–11



3.. School and district Name of the school and school district where the child was tested.


4. Letter






Student Report for CAPA—Front Page, Bottom: Student’s Results

Table II.15 The Student Report for CAPA: Student’s Overall Results Descriptions

1.. Student’s results This shows the student’s overall 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.

2.. STAR results Lists Web addresses to find complete STAR results or the School Accountability Report Cards.

3.. How to use these results

Gives context for interpreting the results, and suggests that parents/guardians might discuss the results with the student’s teacher.

3. How to use these results

2. STAR results

1. Student’s results



Student Report for CAPA—Back Page, Top: Testing Levels This section of the report explains the CAPA testing levels and their corresponding grade levels.

Student Report for CAPA—Back Page, Bottom: Performance Levels

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

1.. English–Language Arts

2.. Mathematics

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

1. ELA performance levels 2. Math performance levels



Student Report for CAPA—Grade 5 Level II Sample for Parents/Guardians

Sample front



Sample back



Student Report for STS—Front Page, Top: Student Information, Grade 3

Table II.16 The Student Report for STS: Student Information Descriptions

1.. Student identification Information about the student. Note: The grade indicates the grade in which the student was

enrolled.



3.. School and district School and district name.


4. Letter






Student Report for STS—Front Page, Bottom: Student’s Overall Results on the Standards-based Tests in Spanish, Grade 3

Table II.17 The Student Report for STS: Student’s Overall Results Descriptions

1.. Overall results Student’s overall results on the STS. The vertical bars represent the percentage 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. (Appears when student was absent, not tested by parent/guardian request, 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. (The grade on the School and Grade Identification [SGID] sheet was different from the test booklet or answer document grade level.)

1. Overall results



Student Report for STS—Back Page, Top: Student’s Strengths and Needs, Grade 3

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 student’s 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 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.

Table II.18 The Student Report for STS: Student’s Strengths and Needs Descriptions

1.. Performance chart Diamonds show the student’s percent correct score.

2.. Content areas (reporting clusters)

Content areas for reading–language arts and mathematics (all grades).

3.. Percentage correct The percentage of questions answered correctly by the student for this reporting cluster.

1. Performance chart

2. Content areas (reporting clusters)

3. Percentage correct



Student Report for STS—Back Page, Middle: Using STS Results, Grade 3

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.

Student Report for STS—Back Page, Bottom: More about STAR

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



Student Report for STS—Grade 4 Sample for Parents/Guardians Sample front



Sample back

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 a School and Grade Identification (SGID) sheet or Pre-ID file will receive grade-level or course reports individualized for their 2006–07 class(es).

Purpose

To provide teachers a summary of results for their previous year’s class(es) on the CSTs for English–Language Arts and Mathematics—teacher reports are not available for science or history–social science, or for CAPA or STS. Teachers may use the report in conjunction with other information to evaluate the effectiveness of their instructional programs.

Format

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 teacher and the

teacher’s name was marked on an SGID or header sheet. A teacher name on the SGID sheet takes precedence over the teacher’s name in the Pre-ID file. Reports are printed by grade level or math course for distribution to the appropriate teachers.

Action

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 2006–07 school year. Additional copies of the grade-level and mathematics end-of-course reports may be made, if needed.

Focus Reporting clusters that may need focused attention, changes in scores from the previous year, and 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 math course. For the list of 2007 CST reporting clusters and number of questions for each, see Appendix A on page 116. 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.



Types of Teacher Reports Table II.19 Types of Teacher Reports

Type California Standards: English–Language Arts (ELA) California Standards: Mathematics

Based on SGID “Teacher, Counselor, or Group name” returned with answer documents or teacher name from the Pre-ID file. If teacher names were included in the district’s Pre-ID file and different names were coded on the SGID, the name on the SGID was used.

Based on SGID “Teacher, Counselor, or Group name” returned with answer documents or teacher name from the Pre-ID file. If teacher names were included in the district’s Pre-ID file and different names were coded on the SGID, the name on the SGID was used.

Distribute sealed envelopes only to teacher, counselor, or group to whom each report is addressed.

Distribute sealed envelopes only to teacher, counselor, or group to whom each report is addressed.

Group

Example: Ms. Brown’s fourth grade. Example: Ms. Brown’s fourth grade.

All schools will receive these reports. 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 not to receive reports by teacher, the school will receive only grade-level reports.

If there is no SGID by group, teacher, or counselor or names in the Pre-ID file, or if the superintendent opted not to receive reports by teacher, the school will receive only grade-level/math course reports.

Administrators should distribute ELA grade-level reports to teachers who taught the grade level or English last year.

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 report for every 30 students, grades 4–11.

Schools receive one grade report for every 20 students, grades 2–3; one grade or course report for every 30 students, grades 4–11.

Grade or

Course

Example: All grade-7 students at Buena Vista Middle School.

Example: All grade-7 students at Buena Vista Middle School.



California Report for Teachers 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.

Table II.20 STAR Teacher Report: Performance Section Descriptions

1.. Reporting Cluster Reporting cluster names for the grade.

2.. Number of Items Number of questions in each reporting cluster.

3.. Average Percent Correct

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}

4.. District Students Results that include data for all schools in the district including all charter schools that tested as part of the district.

5.. Proficient Range 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 Math). The range shown in this example for the cluster Literary Response and Analysis is 64–77%. The average percent correct for a reporting cluster in Appendix A may show that the statewide average percent correct is 64% 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, 78%—gives the average percent correct of 77% (78–1=77) for students who had the highest score for proficient on the total test.

1. Reporting Cluster 2. Number of Items

4. District Students

5. Proficient Range

3. Average Percent Correct

6. Your Students’ Percent Correct



6.. Your Students’ Percent Correct

The diamond symbol shows your students’ average percent correct for this reporting cluster compared to the bar that represents the average percent correct range for students statewide who scored proficient on the total test. Example: On Writing Strategies, the average percent correct for “Your Students” is 83%. In comparison, the range for students statewide who scored proficient on the total CST for ELA is between 47 and 65%. In the sample in this section, your students performed better on Writing Strategies than students statewide who scored proficient on the CST for ELA.

Teacher Report—Front: Reporting Clusters for Improvement This section reviews the reporting clusters and provides an overview of a particular reporting cluster.

Table II.21 STAR Teacher Report: Reporting Clusters for Improvement Section Descriptions

1.. Overview of the reporting clusters

This section of the report gives an overview of the reporting clusters for this grade level and content area.

2.. Focus on a selected reporting cluster

This section lists the content standards for the reporting cluster based on 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

1. Overview… 2. Focus…



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.

Teacher Report—Back: 2007 School Results This section shows the percentage of students in the school who scored within each performance level for all students and subgroups of students.

Table II.22 STAR Teacher Report: 2007 School Results Section Descriptions

1.. Performance Standards

The five performance levels and the scale score range for each: advanced, proficient, basic, below basic, or 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.)

2.. All Percent of all students tested in group, grade, or class that scored at each performance level.

3.. Subgroups Percent of students for specific subgroups that scored at each performance level.

4.. Total Number of Students

Total number of students in the grade or group.

1. Performance Standards

2. All

3. Subgroups

4. Total Number of Students



Teacher Report—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 that scored proficient and advanced with the district and state results for two years.

Table II.23 STAR Teacher Report: School, District, and State Comparisons Section Descriptions

1.. Groups Percent of students within the subgroup that scored proficient and advanced by school, district, and state.

2.. All Percent of proficient and advanced scores in the grade-level or math course by school, district, and state.

Teacher Report—Back: Resources The bottom portion of page 2 lists additional resources for teachers.

1. Groups

2. All



Teacher Report—Teacher Grade Report Sample 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.



Teacher Grade Report, Page 2 Note: The percentages on this page of the report may be different from last year’s




Teacher Report—Teacher Course Report Sample Teacher Course Report, Page 1 Note: The percentages on this page of the report may be different from last year’s




Teacher Course Report, Page 2 Note: The percentages on this page of the report may be different from last year’s


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:

• CST: percentages of students scoring at each performance level • CAT/6 Survey: percentages of students scoring at or above specific quartiles for

grades 3 and 7 only • CAPA: percentages of students scoring at each performance level • STS: average percent correct for students in grades 2–4 who took the STS • Summary of the percentage of students who performed at proficient or advanced

within a specified testing population 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, 2007 First preliminary Internet file

This posting will include results for student tests that were received for scoring by July 1. Results for schools and districts that were not received for scoring by July 1 will not be included.

September Second preliminary Internet file

This posting adds reports for districts/ schools processed during August.

December Final Internet file This final posting includes demographic corrections districts 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. Click the link STAR 2007 Test Results in the “2007 STAR Test Results” section. The California STAR Program home page opens.

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, etc.



Getting Help The STAR Help page contains brief procedures for viewing and printing reports, downloading research files, and explanations of the scores that are reported. Be sure to click Help for complete instructions for using the STAR Reporting Web site. Viewing Reports To access reports to view and/or print: 1. Click the Test Results button in the navigation bar on the left of the California STAR

Program home page. The report search fields open.

2. In the Select a Test drop-down list, click the down arrow and select the test for the

report. Choices are CST, CAT/6 Survey, CAPA, STS, and CST Summary. 3. Select a county from the County drop-down list. Or, for the state report, go to step 6. 4. Select a district from the District drop-down list. This list is not populated until a county

has been selected. 5. Select a school from the School drop-down list. This list is not populated until a district

has been selected. 6. Click the down arrow and select the group from the Group drop-down list. Choices are:

• All Students • Disabilities • Economic Status • English-Language Fluency

• Ethnicity • Gender • Parent Education • Special Program Participation

7. Click the down arrow to select a subgroup from the Sub-Group drop-down list. For example, if “Disabilities” was selected then the option to select from this drop-down is “Student with Disability.” However, if the group selected was “All Students,” there are no items to select.

8. Click the View Report button. The report appears below the search fields. Notes: • There may be a brief delay after selecting a parameter from a drop-down list (like

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 clicking the View Charter School List link under the School drop-down list on the right side of the screen.



Printing Reports To print the displayed report: 1. Click the Print Report button located on the right side at the top or bottom of the

report. The print window for the browser opens. 2. Set the print orientation in the browser to Landscape. 3. Click Print. The report is printed on the assigned printer. Downloading Research Files Research files contain results from the 2007 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. Click the Download Research File button. The list of available research files appears

on the page. 2. Click the Research File Download Instructions, Formats, File Layouts, and Usage link

to access the research file layouts. Available research files are located under the “Research Files” explanatory section.

3. Click a link to select the file to download. The browser’s “File Download” dialog box opens.

4. Follow the prompts to download the file to the computer.



STAR Internet Reports

Purpose To provide public access to the STAR results for:

• State • Counties

• Districts • Schools

Format Internet reports are in landscape format. Be sure to set the browser’s print option to landscape orientation.

Action Review STAR results online.

Focus Percentages of students scoring within each performance level for CSTs and CAPA; percent correct for students who have taken the STS; and percentages of students scoring at or above specific quartiles for CAT/6 Survey.

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

Report Header

Table II.24 Internet Report Header Descriptions

1.. Group Identifies the group selected for reporting. In the example, “All Students” was selected from the drop-down list.

2.. Total Enrollment on First Day of Testing

Number of multiple-choice answer documents (grades 4–11) plus CST booklets (grades 2 and 3) submitted minus the number of answer documents coded that student enrolled after the first day.

3.. Total Number Tested For the test, number of students that responded to any questions on any test.

4.. Total Number Tested in Selected Subgroup

Number of students tested in the selected subgroup.

5.. Identifying Information

Identifying information on the selected test, including: • County name • District name • School name • CDS code

6.. Test Name Name of the selected test—in the sample, “California Standards Test Scores.”

1. Group 2. Total Enrollment…

3. Total Number Tested

4. Total…Subgroup

5. Identifying Information

6. Test Name



CST Scores

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

Table II.25 Internet CST Scores Report Descriptions

1.. Grades 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.

2.. Reported Enrollment

Number of multiple-choice answer documents (grades 4–11) or CST booklets (grades 2 and 3) for each grade submitted, minus the number of answer documents or test booklets coded that student enrolled after the first day.

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, multiplied by 100, and rounded to the nearest whole number.

5.. Subject Subject of the test taken.

6.. Performance Levels Percentage of student scores at each performance level. Performance levels are: advanced, proficient, basic, below basic, or far below basic. The target is for all students to score proficient or advanced.

7.. Students with Scores

Number of students who took CSTs and whose testing resulted in scores. Number includes students who tested with modifications but not:

• 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)

1. Grades

2. Reported Enrollment

5. Subject

3. Students Tested

4. Percent of Enrollment

8. Mean Scale Score

6. Performance Levels

7. Students with Scores



8.. Mean Scale Score For the test, average of the valid scale scores for the group of students. [(Sum of Valid Scores / Number Valid 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.)

CAT/6 Survey Scores


Table II.26 Internet CAT/6 Survey Scores Report Descriptions

1.. Grades Grades tested. CAT/6 Survey is only administered to students in grades 3 and 7.

2.. Reported Enrollment Number of CST booklets for grade 3 or multiple-choice answer documents for grade 7 submitted, minus the number of answer documents or test booklets coded that student enrolled after the first day.

3.. NPR for “Avg.” Student Score

National Percentile Rank (NPR) for a hypothetical average student in this school, district, county, or the state.

2. Reported Enrollment

5. Students Tested

3. NPR for “Avg.”…

8. Mean Scale Score

6. Percent Scoring…


1. Grades

4. CAT/6 Subject



4.. CAT/6 Subject Subject of test taken. Note that students completed a reading/ language test with the results reported as separate reading and language scores.


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

Percentages 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}.

7.. Students with Scores Number of students who took the CAT/6 Survey and whose testing resulted in scores. Number includes students who tested with modifications but not:

• incomplete tests • students with inconsistent grades (test did not match

student’s grade level)

8.. Mean Scale Score 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.

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.




Table II.27 Internet CAPA State Report Descriptions

1.. Total Number Tested in CAPA

Number of students who responded to one or more questions on the CAPA.

2.. Percent Tested Number of students with valid tests, divided by the total number of students tested, multiplied by 100, and rounded to the nearest whole number.

7. Levels/Grades

1. Total Number Tested…

2. Percent Tested

4. CAPA Subject

3. Students Tested

6. Mean Scale Score

8. Performance Levels




3.. Students Tested Number of students taking this assessment.

4.. CAPA Subject Subject assessed.

5.. Students with Scores Number of students who took the CAPA and whose testing resulted in scores. Number includes students who tested with modifications but not:



6.. Mean Scale Score 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.)

7.. Levels/Grades 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.

8.. Performance Levels Percentage of students scoring at each performance level. Performance levels are: advanced, proficient, basic, below basic, or far below basic. The target is for all students to score proficient or advanced.

CAPA Scores: County, District, or School


Table II.28 Internet CAPA County, District, or School Report Descriptions

1.. Levels/Grades The report is sorted in order by CAPA Level from Level I to Level V.

2.. Students Tested Number of students taking this assessment.

3.. CAPA Subject Subject assessed.

1. Levels/Grades

3. CAPA Subject

2. Students Tested

4. Mean Scale Score

6. Percent ...Proficient




4.. Mean Scale Score 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.)


Number of students who took the CAPA and whose testing resulted in scores. Number includes students who tested with modifications but not:


grade level)

6.. Percent At or Above Proficient

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.

STS Scores


Table II.29 Internet STS Scores Report Descriptions

1.. Grades Grades tested. (In 2007, only grades 2, 3, and 4 were tested.)

2.. Reported Enrollment Number of multiple-choice answer documents (grade 4) or STS booklets (grades 2 and 3) for each grade submitted, minus the number of answer documents and test booklets coded that student enrolled after the first day.


4.. Percent of Enrollment

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

5.. Subject Subject of the test taken.

2. Reported Enrollment 3. Students

Tested 4. Percent of

Enrollment

7. Average Percent Correct

6. Students With Scores

1. Grades

5. Subject




Number of students who took the STS and whose testing resulted in scores. Number includes students who tested with modifications but not:



7.. Average Percent (%) Correct

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

CST Summary


Table II.30 Internet CST Summary Report Descriptions

1.. CST Subject Subjects assessed: • English–Language Arts (grades 2–11) • History–Social Science (grades 8 and 11, and end-of-course) • Mathematics (grades 2–7, and end-of-course) • Science (grades 5, 8, and 10) • Science End-of-Course


Number of students who took a test and whose testing resulted in scores. Number includes students who tested with modifications but not:


grade level) • unknown EOC math or science test (student did not mark which test

was taken)

3.. Percent Proficient or Advanced

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.

1. CST Subject


3. Percent Proficient or Advanced

PPaarrtt IIIIII AAppppeennddiicceess

Part III Appendices

Part III Appendices | 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 2007 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.



CSTs for English–Language Arts Reporting Clusters CALIFORNIA ENGLISH–LANGUAGE ARTS STANDARDS TESTS

Number of Questions for 2007 Reporting Clusters and the Average Percent Correct on Each Reporting Cluster

Avg % Correct Statewide

Grade Reporting Cluster No. of

Questions All Minimally Proficient

Minimally Advanced

Grade 2 Word Analysis and Vocabulary Development 22 68 73 88

Reading Comprehension 15 62 67 84

Literary Response and Analysis 6 65 69 88

Written Conventions 14 65 71 91

Writing Strategies 8 57 59 77











Writing Applications 1 (8 points) 53 52 57













CALIFORNIA ENGLISH–LANGUAGE ARTS STANDARDS TESTS



Grade Reporting Cluster No. of

Questions All Minimally Proficient

Minimally Advanced






Writing Applications 1 (8 points) 67 67 78























CSTs for Mathematics Reporting Clusters CALIFORNIA MATHEMATICS STANDARDS TESTS



Grade/ Test Reporting Cluster

No. of Questions All

Minimally Proficient

Minimally Advanced

GRADE-LEVEL MATHEMATICS Grade 2 Place Value, Addition, and Subtraction 15 74 75 89

Multiplication, Division, and Fractions 23 74 74 87

Algebra and Functions 6 73 71 90

Measurement and Geometry 14 76 77 88

Statistics, Data Analysis, and Probability 7 71 69 83

Grade 3 Place Value, Fractions, and Decimals 16 74 75 88

Addition, Subtraction, Multiplication, Division 16 70 69 87




Grade 4 Decimals, Fractions, and Negative Numbers 17 74 75 87

Operations and Factoring 14 71 72 89




Grade 5 Estimation, Percents, and Factoring 12 61 60 84

Operations with Fractions and Decimals 17 61 63 83




Grade 6 Ratios, Proportions, Percentages, Negative Fractions 15 57 60 84

Operations and Problem Solving with Fractions 10 65 70 89






CALIFORNIA MATHEMATICS STANDARDS TESTS






Minimally Advanced

Grade 7 Rational Numbers 14 58 65 85

Exponents, Powers, and Roots 8 50 54 77

Quantitative Relationships and Evaluating Expressions 10 63 71 83

Multistep Problems, Graphing, and Functions 15 52 58 77



END-OF-COURSE MATHEMATICS General Math

Rational Numbers 14 49 63 84

Exponents, Powers, and Roots 10 42 55 82

Quantitative Relationships and Evaluating Expressions 11 55 70 83

Multistep Problems, Graphing, and Functions 10 48 64 83



Algebra I Number Properties, Operations, and Linear Equations 17 54 73 87

Graphing and Systems of Linear Equations 14 44 59 83

Quadratics and Polynomials 21 44 55 79

Functions and Rational Expressions 13 37 45 70

Geometry Logic and Geometric Proofs 23 58 73 90

Volume and Area Formulas 11 51 66 86

Angle Relationships, Constructions, and Lines 16 48 62 84

Trigonometry 15 52 67 84

Algebra II Polynomials and Rational Expressions 19 60 74 90

Quadratics, Conics, and Complex Numbers 17 50 59 80

Exponents and Logarithms 15 52 65 82

Series, Combinatorics, Probability and Statistics 14 44 52 71

Summative High School Math Algebra I 18 73 78 91

Geometry 19 69 72 88

Algebra II 23 70 74 90

Probability and Statistics 5 62 64 81



CALIFORNIA MATHEMATICS STANDARDS TESTS






Minimally Advanced

Integrated Math 1 Number Properties, Operations, and Linear Equations 15 49 72 87

Graphing 9 41 64 84

Quadratics and Polynomials 14 38 61 81

Functions and Rational Expressions 7 36 60 81

Geometry 20 31 54 77

Integrated Math 2 Algebra I 20 39 66 84

Logic and Geometric Proofs 22 40 67 85

Angle Relationships, Constructions, and Lines 8 36 64 84

Trigonometry 10 39 67 85

Algebra II/Probability and Statistics 5 36 63 83

Integrated Math 3 Geometry 5 43 69 85

Polynomials and Rational Expressions 19 42 65 84

Quadratics, Conics, and Complex Numbers 17 40 64 82

Exponents and Logarithms 15 41 67 85

Series, Combinatorics, Probability and Statistics 9 30 53 75



CSTs for Science Reporting Clusters CALIFORNIA SCIENCE STANDARDS TESTS






Minimally Advanced

GRADE-LEVEL SCIENCE Grade 5 Science (Grades 4 and 5 Standards) Physical Science, Grade 5 11 63 72 86

Physical Science, Grade 4 8 65 74 90

Life Science, Grade 5 13 60 68 86

Life Science, Grade 4 9 64 75 91

Earth Science, Grade 5 11 58 66 78

Earth Science, Grade 4 8 51 56 80

Grade 8 Science Motion 8 58 62 74

Forces, Density, and Buoyancy 13 58 64 76

Structure of Matter and Periodic Table 16 53 56 72

Earth in the Solar System 7 61 65 78

Reactions and the Chemistry of Living Systems 10 52 55 68

Investigation and Experimentation 6 57 62 74

Grade 10 Life Science Cell Biology 10 51 57 78

Genetics 12 53 60 77

Physiology 10 58 68 83

Ecology 11 58 71 85

Evolution 11 53 64 84


END-OF-COURSE SCIENCE Biology Cell Biology 9 52 56 76

Genetics 18 55 62 78

Ecology and Evolution 16 54 63 82

Physiology 11 60 70 84


Chemistry Atomic and Molecular Structure 8 66 76 89

Chemical Bonds, Biochemistry 9 63 72 84

Kinetics, Thermodynamics 14 56 64 81

Chemical Reactions 13 52 61 78



CALIFORNIA SCIENCE STANDARDS TESTS






Minimally Advanced

Conservation of Matter and Stoichiometry 10 57 67 86


Earth Science Astronomy and Cosmology 12 54 67 82

Solid Earth 14 55 70 83

The Earth’s Energy 28 49 64 84


Physics Motion and Forces 12 60 66 81

Conservation of Energy and Momentum 12 55 62 77

Heat and Thermodynamics 9 64 74 86

Waves 10 59 67 81

Electric and Magnetic Phenomena 11 54 59 76


Integrated/Coordinated 1 Biology/Life Sciences 10 49 72 86

Chemistry 15 41 57 75

Earth Sciences 17 53 77 87

Physics 12 37 53 76





Physics 18 34 67 81





Physics 8 31 53 71




CALIFORNIA SCIENCE STANDARDS TESTS






Minimally Advanced




Physics 16 38 71 85




CSTs for History–Social Science Reporting Clusters CALIFORNIA HISTORY–SOCIAL SCIENCE STANDARDS TESTS






Minimally Advanced

Grade 8 (Grades 6, 7, 8 Standards) World History and Geography: Ancient Civilizations 16 52 59 75

Late Antiquity and the Middle Ages 14 51 61 76

Renaissance/Reformation 10 50 56 75

U.S. Constitution and the Early Republic 22 52 61 77

Civil War and Its Aftermath 13 52 62 77

Grade 11 (U.S. History) Foundations of American Political and Social Thought 10 52 60 77

Industrialization and the U.S. Role as a World Power 13 51 58 77

United States Between the World Wars 12 51 60 75

World War II and Foreign Affairs 12 51 60 80

Post-World War II Domestic Issues 13 51 62 75

END-OF-COURSE HISTORY–SOCIAL SCIENCE World History

Development of Modern Political Thought 13 51 63 75

Industrial Expansion and Imperialism 10 53 63 77

Causes and Effects of the First World War 14 50 62 77

Causes and Effects of the Second World War 13 51 63 80

International Developments in the Post-World War II Era 10 45 56 74

Part III Appendices | 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 the first time in 2007 to Spanish-speaking English-learners in grades 2, 3, and 4. The “Average Percent Correct” column provides the expected average percent correct scores on each cluster for a representative sample of the state’s students that took the STS. Performance-level scores are not available in 2007 for 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


Grade Reporting Cluster No. of Questions Avg % Correct Statewide—All

Grade 2 Word Analysis and Vocabulary Development 22 68

Reading Comprehension 15 61

Literary Response and Analysis 6 73

Written Conventions 14 65

Writing Strategies 8 42











Part III Appendices | Appendix B: STAR STS Reporting Clusters


STS for Mathematics Reporting Clusters CALIFORNIA MATHEMATICS STANDARDS TESTS


Grade/ Test Reporting Cluster No. of Questions

Avg % Correct Statewide—All

Grade 2 Place Value, Addition, and Subtraction 15 67

Multiplication, Division, and Fractions 23 66

Algebra and Functions 6 63

Measurement and Geometry 14 75

Statistics, Data Analysis, and Probability 7 71

Grade 3 Place Value, Fractions, and Decimals 16 66

Addition, Subtraction, Multiplication, Division 16 69




Grade 4 Decimals, Fractions, and Negative Numbers 17 66

Operations and Factoring 14 57




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


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

Area Grade/Test Far Below

Basic Below Basic Basic Proficient Advanced

English–Language Arts

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

Mathematics

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

General Mathematics 150 – 256 257 – 299 300 – 349 350 – 413 414 – 600

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



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


Content Area Grade/Test

Far Below Basic

Below Basic Basic Proficient Advanced

Science

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




History–Social Science

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

Part III Appendices | 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 2007 California Standards Tests

Below Basic Basic Proficient Advanced Subject Area Test Name Min SS CSEM Min SS CSEM Min SS CSEM Min SS CSEM

2 262 14 300 13 350 14 402 18 3 259 15 300 14 350 16 402 20

*4 269 13 300 13 350 13 393 15 5 271 13 300 13 350 13 395 15 6 268 13 300 13 350 13 394 15

*7 263 15 300 13 350 14 401 16 8 266 15 300 14 350 14 395 17 9 265 15 300 13 350 14 397 17

10 263 13 300 13 350 14 392 16


11 259 15 300 14 350 15 396 18 * Including writing prompt

2 236 18 300 17 350 19 414 25 3 236 17 300 17 350 18 414 23 4 245 15 300 13 350 15 401 20 5 248 19 300 18 350 19 430 23 6 253 17 300 15 350 16 415 20 7 257 17 300 16 350 17 414 20

General Mathematics 257 17 300 16 350 17 414 20 Algebra I 253 20 300 18 350 18 428 22 Geometry 247 17 300 15 350 16 418 21 Algebra II 257 18 300 18 350 18 416 22

High School Mathematics 235 17 300 16 350 18 420 25 Integrated Mathematics 1 249 20 300 19 350 19 425 23 Integrated Mathematics 2 258 20 300 18 350 17 418 20

Mathematics

Integrated Mathematics 3 252 22 300 20 350 20 428 23

5 268 16 300 16 350 17 410 21 8 253 24 300 23 350 23 403 25 10 269 16 300 15 350 16 399 19

Biology 276 15 300 13 350 13 394 16 Chemistry 276 14 300 13 350 14 394 17

Earth Science 277 14 300 14 350 14 393 17

Science

Physics 276 14 300 14 350 14 393 16

8 271 16 300 15 350 15 396 17 World History 275 17 300 18 350 17 400 20 History–Social

Science 11 270 19 300 18 350 17 401 20

Note: CSEMs for Integrated Science are not included.

Part III Appendices | Appendix E: CAPA Scale Score Ranges


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

Content Area Level Far Below

Basic Below Basic Basic Proficient Advanced


I 15 – 25 26 – 29 30 – 34 35 – 45 46 – 60

II 15 – 23 24 – 29 30 – 34 35 – 40 41 – 60

III 15 – 22 23 – 29 30 – 34 35 – 40 41 – 60

IV 15 – 24 25 – 29 30 – 34 35 – 40 41 – 60

V 15 – 24 25 – 29 30 – 34 35 – 41 42 – 60

Mathematics

I 15 – 20 21 – 29 30 – 34 35 – 42 43 – 60

II 15 – 25 26 – 29 30 – 34 35 – 40 41 – 60

III 15 – 24 25 – 29 30 – 34 35 – 42 43 – 60

IV 15 – 25 26 – 29 30 – 34 35 – 40 41 – 60

V 15 – 26 27 – 29 30 – 34 35 – 40 41 – 60

Part III Appendices | 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 1 36.2 – 36.7 26 50.3 – 50.7 51 64.6 – 65.2 76

4.3 – 8.7 2 36.8 – 37.4 27 50.8 – 51.3 52 65.3 – 65.9 77

8.8 – 11.8 3 37.5 – 38.0 28 51.4 – 51.8 53 66.0 – 66.6 78

11.9 – 14.2 4 38.1 – 38.6 29 51.9 – 52.3 54 66.7 – 67.3 79

14.3 – 16.3 5 38.7 – 39.2 30 52.4 – 52.9 55 67.4 – 68.1 80

16.4 – 18.1 6 39.3 – 39.8 31 53.0 – 53.4 56 68.2 – 68.8 81

18.2 – 19.6 7 39.9 – 40.4 32 53.5 – 53.9 57 68.9 – 69.6 82

19.7 – 21.0 8 40.5 – 41.0 33 54.0 – 54.5 58 69.7 – 70.5 83

21.1 – 22.3 9 41.1 – 41.5 34 54.6 – 55.0 59 70.6 – 71.3 84

22.4 – 23.5 10 41.6 – 42.1 35 55.1 – 55.6 60 71.4 – 72.2 85

23.6 – 24.7 11 42.2 – 42.7 36 55.7 – 56.1 61 72.3 – 73.2 86

24.8 – 25.7 12 42.8 – 43.2 37 56.2 – 56.7 62 73.3 – 74.2 87

25.8 – 26.7 13 43.3 – 43.8 38 56.8 – 57.2 63 74.3 – 75.2 88

26.8 – 27.7 14 43.9 – 44.3 39 57.3 – 57.8 64 75.3 – 76.4 89

27.8 – 28.6 15 44.4 – 44.9 40 57.9 – 58.4 65 76.5 – 77.6 90

28.7 – 29.4 16 45.0 – 45.4 41 58.5 – 58.9 66 77.7 – 78.9 91

29.5 – 30.3 17 45.5 – 46.0 42 59.0 – 59.5 67 79.0 – 80.3 92

30.4 – 31.1 18 46.1 – 46.5 43 59.6 – 60.1 68 80.4 – 81.8 93

31.2 – 31.8 19 46.6 – 47.0 44 60.2 – 60.7 69 81.9 – 83.6 94

31.9 – 32.6 20 47.1 – 47.6 45 60.8 – 61.3 70 83.7 – 85.7 95

32.7 – 33.3 21 47.7 – 48.1 46 61.4 – 61.9 71 85.8 – 88.1 96

33.4 – 34.0 22 48.2 – 48.6 47 62.0 – 62.5 72 88.2 – 91.2 97

34.1 – 34.7 23 48.7 – 49.2 48 62.6 – 63.2 73 91.3 – 95.7 98

34.8 – 35.4 24 49.3 – 49.7 49 63.3 – 63.8 74 95.8 – 99.9 99

35.5 – 36.1 25 49.8 – 50.2 50 63.9 – 64.5 75

Part III Appendices | Appendix G: Parent/Guardian or District Request for Verification of 2007 Test Score


Appendix G: Parent/Guardian or District Request for Verification of 2007 Test Score

Parents/guardians or district STAR coordinators may question 2007 CST, CAT/6 Survey, or STS scores for individual students. The following directions and the “Parent/Guardian or District Request for Verification of 2007 CST-CAT/6 Survey or STS Test Score” form on page 135 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 charge 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. The charge 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 2007 CST-CAT/6 Survey or STS Test Score” form with a certified check or money order to cover the cost(s). The cost(s) will be fully refunded if the test score is changed as a result of the verification. Requests must be received by October 12, 2007, because answer documents are scheduled to be destroyed on November 1, 2007. The process to request hand-scored verification of a 2007 test score is: 1. The STAR test site coordinator or a school administrator should complete Section A of

the “Parent/Guardian or District Request for Verification of 2007 Test Score” form on page 135. 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 the Grade 4 or 7 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. Use the following table to determine if 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 4 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

CST for Grade 7 ELA Scale Score

Minimum Increase Required in Writing Score to Change

ELA Score to Proficient 346 346 +2 339 339 +4 333 332 +6

2. If the parent/guardian is the requestor, ensure that a school administrator signs the form.

3. If the parent/guardian is the requestor, meet with the parent/guardian to explain that the parent/guardian is responsible for: a. Paying all cost(s) associated with having the student’s score verified. The cost(s)

will be refunded if the student’s score changes as a result of the verification. b. Completing Section B of the form. c. Mailing the form with a certified check or money order to ETS at the address

printed on the form. 4. If the district STAR coordinator is the requestor, the district is responsible for:

a. Paying all cost(s) associated with having the student’s score verified. The cost(s) will be refunded if the student’s score changes as a result of the verification.

b. Completing Section B of the form. c. Mailing the form 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.



Parent/Guardian or District Request for Verification of 2007 CST-CAT/6 Survey or STS Test Score

After reviewing the child’s 2007 STAR Student Report for CST-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, CAT/6 Survey, or STS multiple-choice tests be hand-scored and/or the grade 4 or grade 7 CST writing test be rescored. Ensure that a school administrator has completed Section A of this form if the requestor is the parent/ guardian. Complete Section B of this form and mail it to ETS with a certified check or money order payable to ETS. Please note that the cost to hand score a student’s test is the same no matter how many multiple-choice subjects are being hand-scored. The request must be received by ETS no later than October 12, 2007. Requests received after October 12, 2007, cannot be processed and will be returned to the sender. 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 based on the hand-scoring or rescoring request, ETS will refund the fee.

Section A: To Be Completed by School or Site Administrator District Name:

School Name:

County Name: CDS Code:

Student Name:

Student ID:

Test Admin. Number:

Student Date of Birth:

Gender:

Grade at time of testing:

ELA Performance Level:

ELA Scale Score:

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. 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:

Section B: To Be Completed by the Requestor Requestor Name (Please Print):

Requestor Signature:

Requestor Mailing Address Address: _____________________________________________________________________________ City: __________________________________________________________ State: ______ Zip: ________

CST multiple-choice test(s) to be hand scored are: All English–Language Arts Mathematics Science History–Social Science CAT/6 Survey

STS multiple-choice test(s) to be hand scored are: All Reading–Language Arts Mathematics

Applicable Fees [check appropriate request box(es)]: Hand score Multiple-Choice Test – Cost $52 for one or more subject Rescore Writing Test – Cost $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: $ ____________

Mail form, certified check/money order to:

STAR/ETS 2731 Systron Drive Concord, CA 94518

Deadline for ETS to receive request: October 12, 2007

Part III Appendices | Appendix H: Request to Correct 2007 STAR CST-CAT/6 Survey and CAPA Demographic Data


Appendix H: Request to Correct 2007 STAR CST-CAT/6 Survey and CAPA Demographic Data Correcting Demographic Data

During August, the California Department of Education (CDE) distributed Academic Accountability (API/AYP) Data Review Report information to districts and gave districts access to a data review Web site. Districts opting to correct data errors for the CSTs, CAT/6 Survey, and the CAPA are to submit a “Request to Correct 2007 STAR (CST-CAT/6 Survey and CAPA) Demographic Data” to the ETS STAR Technical Assistance Center. Use the form to indicate that the district will be submitting information to:

• Correct student demographic data • Match fourth and seventh grade writing tests with multiple-choice tests • Match third grade CST and CAT/6 Survey results • Correct the identification of “unknown” or mislabeled CSTs for math (grades 7–11)

or science (grades 9–11) and have them scored or rescored The district may correct any of the allowed demographic data fields for a test administration. (See “Fields That May Be Corrected.”) 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 test data is not available for correction. Because students who took the STS

also took the CST, their student data is available for correction.

Timeline Beginning of August 2007 Forms available to request demographic data corrections

Early to mid-September 2007 First day for districts to enter corrections

October 12, 2007 Last day for ETS to receive “Request to Correct STAR … 2007 Demographic Data” form

October 31, 2007 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 only be charged for the records within administration periods for which changes are made. The following services and associated fees are for the CST-CAT/6 Survey and the CAPA. The costs include corrections for one or more data fields. The cost 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.

• The end-of-course tests will be re-scored 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 CST-CAT/6 Survey and CAPA in the Demographic Data Corrections Manual. The CDE will distribute Academic Accountability (API/AYP) Data Review Report information to districts and give districts access to a data review Web site. Districts opting to correct data errors for the CSTs, CAT/6 Survey, and the CAPA are to submit a “Request to Correct 2007 STAR CST-CAT/6 Survey and CAPA Demographic Data” form to the STAR Technical Assistance Center (STAR TAC). Use this form, which is found on page 139, to indicate that the district will be submitting information to:

• Correct student demographic data • Match grades four or seven writing tests with multiple-choice tests • Match grade three CST and CAT/6 Survey results • Correct the identification of “unknown” or mislabeled CSTs for mathematics

(grades 7–11) or science (grades 9–11) 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.

Fields used for API and/or AYP calculations 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 • N.S.L.P. • Primary Disability (3-digit primary disability code; 000=no

reported disability) • Primary Ethnicity • Parent Education Level • Attends Nonpublic School • Modifications Used • Special Conditions • District of Residence • Adult Testing Irregularities

• County District School Code • District Name • School Name • School Code • Grade Level of Test Taken* (* Enrollment

grade may be changed.) • Braille



Fields used for API and/or AYP calculations that may be corrected are:

• Inappropriate Test Preparation • CBEDS Enrollment—District • CBEDS Enrollment—School • CST Mathematics Test Taken • CST Science Test Taken • CAPA Level

Costs • $630 set-up fee for CST-CAT/6 Survey and CAPA • $ .16 per student for every student with or without corrections in the administration

period(s) for which corrections are made The district can order reports to be reprinted with the corrected data. Order reports by test administration. The cost per student is charged for CST-CAT/6 Survey and CAPA students tested within the administration.

Report Cost per Student Student Reports (CST, CAPA, STS) (paper) ** $1.50 Student Reports (CST, CAPA, STS) (DVD-ROM) ** $0.25 Student Record Label ** $0.80 Student Master List ** $0.60 Group Summary CAT/6 Survey, District level $0.85 Group Summary CAT/6 Survey, School level $0.85 Student Master List Summary, District level $0.60 Student Master List Summary, School level $0.60 Subgroup Summaries $0.85 Student Master List Summary: CST End-of-Course Results(mathematics, science, and history–social science)

$0.60

Student Data File on CD-ROM $0.32 ** 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 1. Complete and mail the appropriate “Request to Correct 2007

STAR…Demographic Data” to the ETS STAR Technical Assistance Center by October 11, 2007, or fax the request by October 12, 2007.

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 click the External Links button on the left navigation bar, then click the appropriate link in the “STAR Management System” section) to correct individual student records online or to download and correct the entire file.

IMPORTANT If downloading and correcting the entire file, use text file (.txt) format only. Do not edit data in Microsoft Excel or any other ap-plication that could potentially reformat the data. Be sure to upload the entire cor-rected text file (.txt), including the header and trailer records. Do not change the se-quence of any of the records in the file.



Request to Correct 2007 STAR CST-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-CAT/6 Survey corrections via Internet ($630 set-up fee + $.16 per student for all students within each administration period for which any records are being corrected)

Reprint CST-CAT/6 Survey reports for administration period # Students Costs Total Cost

Set-up fee and per student costs for correcting CST-CAT/6 Survey and CAPA data files

$630 plus $.16 per student per admin

# Students

Report Name Use this section to order reports for

demographic corrections only. Price per Student

Total Cost (# Students x

Price per Student) STAR Student Reports (paper) 1.50 STAR Student Reports (PDF on DVD-ROM) .25 Student Record Label .80 Student Master List .60 Group Summary CAT/6 Survey, School level .85 Group Summary CAT/6 Survey, District level .85 Student Master List Summary CST, School level .60 Student Master List Summary CST, District level .60 Subgroup Summaries .85 Master List Summary: CST End-of-Course Results (math,

science, history–social science), School level .60

Master List Summary: CST End-of-Course Results (math, science, history–social science), District level

.60

Student Data File CD .32 Total Cost for Order

District STAR Coordinator (Print name) District STAR Coordinator (Signature)

Date

District Superintendent (Print name) District Superintendent (Signature)

Date

Fax form by October 12, 2007, to: 800-541-8455

OR Mail form by October 11, 2007, to: ETS STAR Technical Assistance Center 2731 Systron Drive Concord, CA 94518 Attn.: Data Corrections

Part III Appendices | Appendix I: California Reading List Number


Appendix I: California Reading List Number Using the California Reading List Web Site

Individual CST reports like the STAR Student Report show a recommended reading list number from 1 to 13+ that may 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. 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. Click on the first link, California Reading List. 3. Read the introductory information about the California Reading List. 4. Click on the link Search for a reading list. The California Reading List Search page

opens.

5. Click the down arrow for the Grade Level drop-down list to select the student’s grade. 6. Click the down arrow for the Reading List # drop-down list and 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.

Part III Appendices | Appendix I: California Reading List Number


8. Click 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.

9. For more information about a specific book—for example, Across the Lines—click the

book’s title, which is a hypertext link. The Book Summary page opens.

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 subjects, such as history, science, or English–language arts/writing.

Part III Appendices | 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.

NCE See Normal curve equivalent.

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.

NPR See National Percentile Rank.

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 CST 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:

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 follow:

Percent of students scoring above the 75th NPR Percent of students scoring at or above the 50th NPR Percent of students scoring above the 25th national percentile (NPR)

The following example from a school report shows how to calculate the percent of students at the school that 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 National Norm Group This School

4th Quarter (PRs of 76–99) 25 5 3rd Quarter (PRs of 51–75) 25 33 (38–5) 2nd Quarter (PRs of 26–50) 25 25 (63–38) 1st Quarter (PRs of 1–25) 25 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, where 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.

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 Percentile Range 1 1–4 2 5–10 3 11–22

Below Average

4 23–40 5 41–59 6 60–77

Average

7 78–89 8 90–95 9 96–99

Above Average

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