INTER-OFFICE CORRESPONDENCE Los Angeles Unified School District TO: Members, Board of Education DATE: September 23, 2015 FROM: Ramon C. Cortines Superintendent SUBJECT: SUPPLEMENTAL RESULTS FOR SMARTER BALANCED TESTS The attached informative provides results of the Smarter Balanced Assessments administered in the spring at our traditional schools, magnet centers and at independent charters authorized by the District. It is important to note that many of our students were at a disadvantage in taking these tests because devices were not delivered in sufficient time to become adept in their use. Thanks to the Bond Oversight Committee and the Board of Education, all schools now have digital devices for testing purposes. I had Dr. Lim and her team take a hard look at the performance of all LAUSD students to identify where we are excelling and where we need to do more work. While there is room for improvement, I have never seen a group of teachers, administrators and parents work harder than they are now to contribute to and improve their schools. We should be talking about all schools and finding ways to make each and every one of them successful. We have the responsibility to educate all of our students – not only those who are high achievers, but those who are living in poverty, struggling to learn English or who require significant services from our Special Education Division. While overall results indicate that independent charter schools scored higher on these tests than traditional LAUSD schools, it also highlights the stellar performance of our magnet schools, which out-performed charter schools at all grade levels. In English-Language Arts (ELA), 65 percent of magnets scored higher than the state average, compared with 34 percent of independent charters. On the Math assessment, 56 percent of magnets scored higher than the state average, more than twice the rate of the charters’ performance. The performance of our magnets demonstrates how academic innovation can serve minority students and those from underserved communities who are seeking a nontraditional education. While the primary function of our magnets is to ensure ethnic diversity at schools districtwide, the 198 magnet programs and schools also provide a community of learning for students at all economic levels. There were pockets of excellence in both LAUSD and charter schools. Fifteen LAUSD schools or magnet centers had 90 percent or more of their students meeting or exceeding standards in ELA, higher than any charter school. These include not only our schools for highly gifted students, but schools like the magnet at Commonwealth Elementary where 90 percent of the students qualify for free and reduced lunch. In fact, more than half of our magnet students, and 72 percent of our total enrollment, qualify for the federal nutrition program. Results for 11th-graders statewide how that 56 percent met or exceeded standards in ELA and 29 percent hit that mark on the Math assessments. In LAUSD, 67 schools met or exceeded the state average. These include 65 magnets, along with Cleveland Charter High – which is an affiliated charter – and Cortines School of the Visual and Performing Arts. The 47 high schools that met or exceeded standards in Math include 30 magnets and Cleveland Charter High. We also had success stories among our traditional schools with large enrollments of low-income students. Bryson, Cahuenga, Cheremoya and Dorris Place Elementary schools, along with Brooklyn Avenue, which is a K-8 span school, met or exceeded the state average in both ELA and Math. Among other grade levels, scores were not always higher at charter schools. While students in middle school faced challenges, LAUSD scores were higher in sixth and seventh grades. There were also struggling schools in both LAUSD and charters where few students met or exceeded standards. These results are a starting point. We must continue to innovate and to identify and replicate best practices – whether they are in traditional schools, magnets or pilot schools, or affiliated or independent charters. Regardless of the type of school, we see the same achievement gaps between ethnicity groups and by economic status. I believe we should be celebrating our successes and learning from each other, not tearing one or the other down. Now is the time to use this baseline data to map the path for future growth and progress, rather than adopting an “us versus them” attitude. Our work should encompass all students, whether they are enrolled in charters or LAUSD schools, to ensure that everyone masters the skills necessary for success in college and future careers. c: Local District Superintendents Executive Cabinet INTER-OFFICE CORRESPONDENCE Los Angeles Unified School District Office of Data and Accountability INFORMATIVE September 23, 2015 TO: Members, Board of Education Ramon Cortines, Superintendent FROM: Cynthia Lim, Executive Director SUBJECT: CHARTER AND MAGNET SCHOOL SMARTER BALANCED ASSESSMENT RESULTS, SPRING 2015 This informative provides the results of the new Smarter Balanced Assessments (SBA) for independent charter schools authorized by LAUSD and students enrolled at magnet schools and centers. Earlier this month, the California Department of Education (CDE) released results for all school districts and independent charter schools in California. Results for students at magnet centers were reported with their host sites. Results for LAUSD’s affiliated charters were included in District counts and averages in the previous informative. All public schools in California administered the new Smarter Balanced Assessments, including independent charter schools. Students in grades 3-8 and 11 took these online assessments in English Language Arts and Mathematics this past spring. The tests were computer based and taken online only. The SBA results for this year should be used as a baseline measure for LAUSD and charter schools in terms of future growth and goals for student progress. The results in this analysis include 196 independent charter schools with valid scores on the tests. Although 211 charter schools were authorized by LAUSD in 2014-15, the schools without test scores did not have the tested grades (3-8 or 11) in their school configuration. Across all the grade levels tested, there were over 48,000 valid test scores among independent charter schools. The magnet scores in this analysis include over 37,000 students enrolled in stand-alone magnets or magnet centers at individual school sites. The CDE reports scores for magnet centers with their host campuses. Table 1 presents the number of valid scores at both charters and magnets in English Language Arts and Mathematics by grade level. Table 1. Number of Valid Scores by Grade Level, Independent Charter Schools All Grades Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11 English Language Arts 48,630 5,077 4,666 5,034 9,039 8,269 7,170 9,375 Mathematics 48,706 5,082 4,669 4,987 9,089 8,301 7,184 9,361 English Language Arts 37,565 3,603 4,181 4,325 6,307 6,789 6,783 5,577 Mathematics 37,657 3,610 4,224 4,301 6,347 6,795 6,738 5,642 Charters LAUSD Magnets Overall Performance Students receive an overall scale score that ranges from 2,000 to 3,000. Scale scores on these assessments are grouped into four achievement or performance bands:     Standard Exceeded Standard Met Standard Nearly Met Standard Not Met Students who have met or exceeded the standard are considered to be college and career ready or have demonstrated the knowledge and skills needed for success in future coursework. For all grade levels combined, 39% of students in independent charters met or exceeded standards compared to 44% in California and 33% in LAUSD. Students in magnet schools and centers exceeded the state and charter averages with 55% meeting or exceeding standards. When examined by grade level, students in magnet schools and centers scored higher than the state average. A larger percentage of students in independent charter schools met or exceeded standards than LAUSD with the exception of grade 6, where 30% met or exceeded standards at charters versus 31% for LAUSD. In grade 11, charters exceeded the state average by one percentage point at 57% versus 56% for California and 48% for LAUSD. In Mathematics, 28% of students in charters met or exceeded standards, compared to 33% statewide and 25% in LAUSD. For students at magnets, 44% met or exceeded standards when all grades were combined, higher than the state average. When examined by grade level, magnets were higher at all grade levels than the state average, charters and LAUSD averages. In grade 6, 21% of charter students met or exceeded standards, compared to 24% in LAUSD. In Grade 7, performance of charters was on par with LAUSD at 24%. Table 2. Percentage that Met or Exceeded Standards, LAUSD, Magnets, Charters and California Percent that Met or Exceeded Standards All Grades Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11 California 44 38 40 44 43 44 45 56 Charters 39 36 39 41 30 33 38 57 LAUSD 33 29 30 35 31 32 33 48 Magnets 55 51 50 57 50 53 55 70 California 33 40 35 30 33 34 33 29 Charters 28 40 35 26 21 24 25 29 LAUSD 25 32 27 22 24 24 23 20 Magnets 44 54 48 42 43 44 42 38 English Language Arts Mathematics 2 Office of Data and Accountability Of the 192 LAUSD magnet schools and centers, 37 are for gifted or highly gifted students. However when overall scores are disaggregated by gifted or highly gifted magnets, students at magnets still out-performed the charter and state of California average, when all grade levels are combined. Table 3. Percentage that Met or Exceeded Standards, Disaggregated by Magnets, LAUSD Met or Exceeded Standards English Language Arts Mathematics 55 44 Gifted Magnets 77 72 Other Magnets 49 36 LAUSD non-magnets 29 22 Charters 33 28 California 44 33 All Grade Levels LAUSD Magnets For the remaining analysis in this informative, disaggregations by grade level and subgroups includes all magnets (gifted and non-gifted) combined. The LAUSD average used in the analysis includes all schools (magnets and affiliated charters). Performance Bands by Grade Level When examined by each performance band, magnet centers and schools had far fewer students not meeting standards compared to charters and overall LAUSD scores. However, the achievement pattern at charters and magnets by grade level was similar to overall LAUSD scores. In English Language Arts, there were slightly more students meeting or exceeding standards in grade 5 and grade 11 had the highest percentage of students meeting or exceeding standards. 3 Office of Data and Accountability Figure 4. Percentage of Students by Performance Band in English Language Arts, LAUSD, Charters and Magnets English Language Arts -- LAUSD All Grades Grade 3 Grade 4 41 44 Grade 7 Grade 8 Grade 11 23 27 49 Grade 5 Grade 6 26 22 43 17 12 17 12 22 39 30 43 24 11 23 8 26 36 25 31 24 10 27 29 % Not Met 7 6 34 % Nearly Met % Met 14 % Exceeded English Language Arts -- Charters All Grades Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11 31 34 38 34 36 38 28 29 30 23 25 33 29 34 27 16 % Not Met 28 21 21 28 24 27 31 36 % Nearly Met % Met 12 15 17 13 6 6 6 21 % Exceeded English Language Arts -- Magnets All Grades Grade 3 Grade 4 19 23 22 21 Grade 8 17 % Not Met 25 24 27 33 29 23 35 25 28 10 20 26 21 20 Grade 7 Grade 11 35 27 27 Grade 5 Grade 6 25 22 20 15 40 15 42 % Nearly Met % Met 4 15 39 29 % Exceeded Office of Data and Accountability In Mathematics, there were fewer students at charters that had not met standards and more students in the “nearly met” category compared to LAUSD. Magnet centers had far fewer students in the lower performance bands compared to charters. Similar to overall LAUSD scores, the highest percentage of students meeting or exceeding standards was in grade 3 at charters and magnets. Figure 5. Percentage of Students by Performance Band, Mathematics, LAUSD, Charters and Magnets Mathematics -- LAUSD All Grades Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11 47 42 39 52 47 48 51 54 28 26 35 27 29 28 26 26 % Not Met % Nearly Met 16 22 18 12 14 15 13 15 9 10 8 9 9 9 10 5 % Met % Exceeded Mathematics -- Charters All Grades Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11 41 31 29 40 34 33 32 28 28 31 25 40 45 45 47 42 % Not Met 18 9 28 12 24 11 16 11 14 7 16 7 15 9 20 9 % Nearly Met % Met % Exceeded Mathematics -- Magnets All Grades Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11 26 22 20 29 24 26 29 32 % Not Met 30 24 33 29 32 30 29 29 % Nearly Met 5 24 31 28 20 23 25 20 25 % Met 20 23 20 22 20 19 22 13 % Exceeded Office of Data and Accountability Performance by Subgroup When English Language Arts data was examined by subgroup, there were similar trends in charter and magnet data as was seen in overall LAUSD scores. A higher percentage of females in charter schools and magnets met or exceeded standards compared to males, similar to LAUSD and the statewide trend. Over 50% of females in magnets met or exceeded standards at all grade levels. At charter schools, more females in charters met or exceeded standards at each grade level compared to LAUSD, with the exception of grade 6 where an equal number met or exceeded (36%). Table 6. Percentage of LAUSD Students Meeting or Exceeding Standards in English Language Arts by Gender English-Language Arts Females Males Met or Exceeded Standards All Grades Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11 LAUSD 38 33 34 41 36 36 39 52 Magnets 60 56 54 61 55 58 60 74 Charter 45 39 43 46 36 39 44 61 LAUSD 28 25 26 29 26 27 28 43 Magnets 51 47 47 52 46 49 49 66 Charter 34 33 35 36 25 28 31 53 By ethnicity, the same trends were found in charter and magnet schools as in overall LAUSD scores and statewide. Asian and white students had higher scores than African-American and Latino students overall and across all grade levels. African-American students in magnet schools scored higher than African-American students in charter schools. In grades 6 and 8, African-Americans at charter schools scored lower than LAUSD. For example, in grade 6, 19% of African-American students met or exceeded standards, compared to 22% in LAUSD. In grade 8, 21% of African-American students in charters met or exceeded standards compared to 24% in LAUSD. Asian students in magnets generally scored higher than charter schools and the overall LAUSD average. In grade 3, an equal percentage of charter and magnet students met or exceeded standards (73%). Among white students, an equal percentage of students in grade 3 met or exceeded standards in charters and LAUSD overall (60%). 6 Office of Data and Accountability Table 7. Percentage of LAUSD Students Meeting or Exceeding Standards in English Language Arts by Ethnicity English-Language Arts African American Asian Latino White Met or Exceeded Standards All Grades Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11 LAUSD 24 22 20 24 22 22 24 35 Magnets 39 38 34 38 35 39 40 49 Charter 28 33 35 30 19 23 21 41 LAUSD 67 61 65 70 68 70 69 73 Magnets 81 73 78 83 78 82 83 84 Charter 77 73 94 76 64 77 72 82 LAUSD 27 22 23 29 24 25 28 45 Magnets 49 44 42 49 42 45 47 70 Charter 37 33 34 39 29 31 37 54 LAUSD 61 60 63 65 59 60 59 59 Magnets 72 69 68 75 70 73 73 77 Charter 68 60 69 69 65 69 75 73 Economically disadvantaged students scored lower than non-economically disadvantaged students in charter and magnet schools, similar to LAUSD and statewide. In charter schools, economically disadvantaged students scored higher than LAUSD at all grade levels. At magnet schools, economically disadvantaged students scored higher than the LAUSD average and charter schools at every grade level. For non-economically disadvantaged students, the differences between LAUSD and charter scores between one and seven percentage points in grades 3-8. LAUSD students in grade 3 scored higher than charters (54% versus 53%, respectively) and in grade 6 (54% versus 51%, respectively). In grade 11, LAUSD was 20 percentage points lower than charter schools. Magnet students scored higher than LAUSD overall and charter schools. Table 8. Percentage of LAUSD Students Meeting or Exceeding Standards in English Language Arts by Economic Status English-Language Arts Economically Disadvantaged NonEconomically Disadvantaged Met or Exceeded Standards All Grades Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11 LAUSD 28 22 23 28 25 26 29 47 Magnets 49 42 42 47 43 46 49 70 Charter 36 32 33 38 27 31 35 53 LAUSD 54 54 55 59 54 53 50 49 Magnets 69 67 66 73 67 70 71 72 Charter 59 53 63 64 51 57 56 69 Across charter and magnet schools, the lowest achieving subgroups were students with disabilities and English learners, which was also noted in LAUSD and statewide results. For 7 Office of Data and Accountability students with disabilities, charter students scored higher than LAUSD with the exception of grade 6 where an equal percentage of students (5%) met or exceeded standards. Students with disabilities at magnet schools scored higher at all grade levels than charters and overall LAUSD scores. Scores for English Learners were higher at charter schools than LAUSD and magnets with the exception of grade 11 where 19% met or exceeded standards at magnets compared to 9% at charters and 4% LAUSD. (English Learners that demonstrate mastery of basic skills are eligible for reclassification once language proficiency is met.) A higher percentage of Reclassified English Learners at magnets met or exceeded standards compared to LAUSD overall and charter schools. Table 9. Percentage of LAUSD Students Meeting or Exceeding Standards in English Language Arts by Disability Status and Language Classification English-Language Arts Students w/Disabilities English Learner Reclassified English Learner Met or Exceeded Standards All Grades Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11 LAUSD 8 7 8 8 5 6 7 14 Magnets 21 17 23 25 13 18 22 34 Charter 11 14 15 13 5 8 9 17 LAUSD 3 5 3 3 1 1 2 4 Magnets 6 8 5 6 2 3 5 19 Charter 11 22 13 11 5 4 6 9 LAUSD 37 43 38 41 29 30 33 48 Magnets 54 56 54 52 46 48 51 71 Charter 45 50 51 54 34 38 43 59 In Mathematics, there were no differences by gender at charters, similar to what was observed for LAUSD. For magnet schools and centers, more males met or exceeded standards, compared to LAUSD and charters. Table 10. Percentage of LAUSD Students Meeting or Exceeding Standards in Mathematics by Gender Mathematics Females Males Met or Exceeded Standards All Grades Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11 LAUSD 25 32 26 22 25 25 24 20 Magnets 42 54 45 40 43 43 41 37 Charter 27 38 33 25 23 24 25 30 LAUSD 25 32 27 22 23 24 23 20 Magnets 45 55 51 44 44 45 43 40 Charter 28 42 37 28 20 23 24 29 8 Office of Data and Accountability Among ethnicity groups in charter schools and magnets, Asian and white students had the highest percentages meeting or exceeding standards compared to African-American and Latino students. African-American students in charters scored lower than LAUSD in grades 6, 7, and 8. For grade 6, 12% of African-American students met or exceeded standards at charter versus 15% at LAUSD. In grade 7, 12% met or exceeded standards at charters versus 14% in LAUSD. In grade 8, 9% in charters met or exceeded standards compared to 14% in LAUSD. All other ethnic groups in magnets scored higher than charter schools and overall LAUSD scores with the exception of grade 3 where 100% of Asian students in charters met or exceeded standards. Table 11. Percentage of LAUSD Students Meeting or Exceeding Standards in Mathematics by Ethnicity Mathematics African American Asian Latino White Met or Exceeded Standards All Grades Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11 LAUSD 15 22 17 12 15 14 14 11 Magnets 25 36 30 22 24 25 24 16 Charter 16 37 25 14 12 12 9 13 LAUSD 66 71 67 62 66 67 64 59 Magnets 77 83 82 73 77 79 77 73 Charter 70 100 78 68 68 77 65 72 LAUSD 19 25 20 16 17 19 18 17 Magnets 36 47 38 33 34 37 33 34 Charter 25 37 32 24 19 22 24 24 LAUSD 52 63 57 48 51 51 48 34 Magnets 62 71 65 61 63 62 62 51 Charter 55 67 64 49 59 58 57 48 The gap between economically disadvantaged and non-economically disadvantaged students was 21 percentage points at charter schools, 22 percentage points at magnet schools and 24 percentage points overall in LAUSD. Among economically disadvantaged students, a higher percentage met or exceeded standards at magnets, compared to charters and LAUSD overall. An equal percentage of students met or exceeded standards in grade 6 in charters and LAUSD. Among non-economically disadvantaged students, LAUSD and charters were within one to seven percentage points of each other at every grade level except for grade 11 (similar to English Language Arts). LAUSD had a higher percentage in grade 6 compared to charters (45% versus 42%) and an equal percentage in grade 7 (44%). Non-economically disadvantaged students in magnets outperformed charters and LAUSD at all grade levels except for grade 11 where 45% of charters met or exceeded standards, compared to 43% at magnets and 23% in LAUSD. 9 Office of Data and Accountability Table 12. Percentage of LAUSD Students Meeting or Exceeding Standards in Mathematics by Economic Status Mathematics Economically Disadvantaged NonEconomically Disadvantaged Met or Exceeded Standards All Grades Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11 LAUSD 20 26 21 17 19 19 19 19 Magnets 37 46 39 32 36 38 35 37 Charter 24 36 30 23 19 21 22 25 LAUSD 44 56 50 42 45 44 39 23 Magnets 59 69 63 58 60 59 60 43 Charter 45 59 57 47 42 44 41 45 For students with disabilities, magnet schools and centers out-performed charters and the LAUSD average. An equal percentage of students met or exceeded standards in grades 6 and 11 among charters and LAUSD. English Learners scored higher at charter schools compared to LAUSD and magnets in all grades with the exception of grade 7 and 11, where magnet students scored higher. Reclassified English Learners at magnets out-performed charters and LAUSD at all grade levels. Table 13. Percentage of LAUSD Students Meeting or Exceeding Standards in Mathematics by Disability Status and Language Classification Mathematics Students w/Disabilities English Learner Reclassified English Learner Met or Exceeded Standards All Grades Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11 LAUSD 6 11 8 5 4 4 5 5 Magnets 17 20 26 21 12 14 16 18 Charter 8 14 14 9 4 6 6 5 LAUSD 4 10 4 2 1 2 2 2 Magnets 7 16 7 3 2 4 3 12 Charter 10 27 14 6 3 3 4 4 LAUSD 26 48 36 24 22 23 22 19 Magnets 40 64 53 39 38 40 38 37 Charter 30 56 45 32 24 28 29 27 10 Office of Data and Accountability Performance by Economic Status and Ethnicity Data was disaggregated by economic status and ethnicity for all grade levels combined as the numbers of students in each subgroup at charters and magnets was too small to break down by individual grade levels. When examined by economic status and ethnicity, all ethnicity groups that were noneconomically disadvantaged scored higher than economically disadvantaged students in magnets, LAUSD and charter schools. In comparing economically disadvantaged students in LAUSD, magnets and charter schools, African-American students in charters scored five percentage points higher than LAUSD, and magnet students scored ten percentage points higher than charter students. The same pattern was observed among Latino students: charters scored 10 percentage points higher than LAUSD and magnets scored 11 percentage points higher than charters. White and Asian students at charters and magnets were equal or within one percentage point of each other. Among non-economically disadvantaged students, 47% of African-American students at magnets met or exceeded standards, compared to 38% in charter schools and 34% in LAUSD. Among white students, charter students were two percentage points higher, compared to LAUSD. Table 14. Percentage of LAUSD Students Meeting or Exceeding Standards in English Language Arts by Economic Status and Ethnicity English-Language Arts Met or Exceeded Standards # of Students with Scores LAUSD Magnets All Grades Charter LAUSD Magnets Charter Economically Disadvantaged African American 15,850 3,061 3,890 20 35 25 5,595 1,636 355 59 75 75 Latino 175,270 18,122 32,704 26 47 36 White 8,775 1,881 780 43 59 58 Asian Non-Economically Disadvantaged African American 5,570 1,521 863 34 47 38 Asian 5,499 1,631 418 76 86 80 Latino 22,074 3,570 2,558 37 58 49 White 17,776 3,799 2,617 70 78 72 In the informative released on September 9, 2015, the achievement gap between the highest achieving ethnicity group in LAUSD (Asian) was compared to the lowest achieving group (African-American). Figure 15 displays the same data for LAUSD, charter schools and magnets. The achievement gap between economically disadvantaged Asians and African-Americans is higher at charter schools than LAUSD and magnets in English Language Arts (50 percentage points at charters versus 39 percentage points for LAUSD and 40 for magnets). For non- 11 Office of Data and Accountability economically disadvantaged students, the achievement gap between Asians and AfricanAmericans is 42 percentage points at both LAUSD and charters and 39 for magnets. Figure 15: Achievement Gap between Highest and Lowest Ethnicity Group, English Language Arts 12 Office of Data and Accountability In Mathematics, when the data was disaggregated by economic status and ethnicity, the same trend was observed in charter schools and magnets: all ethnicity groups that were noneconomically disadvantaged scored higher than economically disadvantaged students. Economically disadvantaged students in magnets performed higher than their counterparts in charters and were higher than the LAUSD average. Among African-American students, charter students scored two percentage points higher than the LAUSD average. Among Latino students, magnet students scored 10 percentage points higher than charter students. Asian and white students were nearly equal among magnets and charters. For non-economically disadvantaged students, magnet students scored higher than charters and the LAUSD average. LAUSD African–American, Asian and White students scored higher than charter students. African-American students in LAUSD scored one percentage point higher than charter school students, Asian students in LAUSD scored two percentage points higher and white students in LAUSD scored three percentage points higher. Table 16. Percentage of LAUSD Students Meeting or Exceeding Standards in Mathematics by Economic Status and Ethnicity Mathematics Met or Exceeded Standards # of Students with Scores LAUSD Magnets All Grades Charter LAUSD Magnets Charter Economically Disadvantaged African American 15,849 3,063 3,866 12 22 14 5,668 1,651 352 57 71 70 Latino 175,924 18,164 32,822 10 34 24 White 8,851 1,879 764 33 47 44 Asian Non-Economically Disadvantaged African American 5,590 1,539 860 23 31 22 Asian 5,572 1,647 417 74 83 72 Latino 22,448 3,585 2,554 26 43 34 White 17,714 3,779 2,594 61 69 58 Similar achievement gaps were noted among LAUSD, charters and magnets. The achievement gap between economically disadvantaged Asians and African-Americans was 45 percentage points for LAUSD and 56 percentage points for charter schools and 49 percentage points for magnets. For non-economically disadvantaged students, the gap between Asians and AfricanAmericans was 51 percentage points in LAUSD, 50 percentage points at charters and 52 at magnets. 13 Office of Data and Accountability Figure 17: Achievement Gap between Asian and African-American Students, Mathematics Attachment A provides a list of charter schools, magnet centers and traditional LAUSD schools and the percentage of students in each performance band for all tested grades at the school. Reports at the state, county, district and school level will be available on the CDE website at http://caaspp.cde.ca.gov. If there are additional questions, feel free to contact me at (213) 2412460. c: Michelle King Local District Superintendents Ruth Perez Executive Cabinet 14 Office of Data and Accountability