A higher percentage of students in the Morgan Hill and Gilroy Unified School Districts are proficient or advanced in the 2013 California Standards Tests – a major component of the Standardized Testing and Reporting (STAR) assessment – than the state as a whole.
The 2013 STAR results were released by the California State Department of Education Thursday. State Superintendent of Public Instruction Tom Torlakson cited “ongoing budget reductions” and the current transition to brand new Common Core State Standards as two major hurdles public schools have encountered during the past year.
“As you would expect for a school system in transition, results varied from grade to grade, subject to subject, and school to school, but the big picture is one of remarkable resilience despite the challenges,” Torlakson said. “While we all want to see California’s progress continue, these results show that in the midst of change and uncertainty, teachers and schools kept their focus on students and learning. That’s a testament to the depth of their commitment to their students and the future of our state.”
The CST scores broken down are as follows:
English Language Arts, proficient or advanced
Grades tested: Second through 11
-GUSD: 57.7 percent
-MHUSD: 59.2 percent
-County: 58.8 percent
-State: 56.4 percent
History, proficient or advanced
Grades tested: Eight and 11
-GUSD: 49.6 percent
-MHUSD: 60 percent
-County: 58.8 percent
-State: 49.4 percent
Mathematics, proficient or advanced
Grades tested: Second through seventh
-GUSD: 52.7 percent
-MHUSD: 47.7 percent
-County: 61.9 percent
-State: 51.2 percent
Science, proficient or advanced
Grades tested: Fifth, eighth and 10th
-GUSD: 60.4 percent
-MHUSD: 64.9 percent
-County: 69.2 percent
-State: 59.1 percent
Torlakson also noted that schools across the state continued to deal with the effects of years of budget cuts and financial uncertainties throughout the 2012-13 school year. Led by Governor Jerry Brown, voter approval of Proposition 30 in 2012 averted $6 billion in further cuts to education budgets, Torlakson noted.
The CSTs were given to approximately 4.7 million students in grades two through 11 in 2013. Students attain one of five levels of performance for each subject tested: Advanced, proficient, basic, below basic, and far below basic.
The 2013 STAR results show that a significant achievement gap continues to exist for African American, Hispanic/Latino, low-income, and English-learner students, compared to their peers.
“The long-standing achievement gap among student groups remains a matter of great concern and considerable challenge,” Torlakson said. “We must move forward now so that all children – no matter where they come from or where they live – receive a world-class education that is consistent from school to school, and graduate ready to contribute to the future of our state.”
Torlakson noted that with large-scale field testing of new computer-based assessments aligned to the Common Core State Standards proposed for the coming school year, this year’s results likely mark the last use of the STAR program statewide.
“As valuable as STAR has been, we’re getting ready to raise the bar in California’s schools,” Torlakson said. “This coming year, many students will have their first chance to try tests that measure their preparation for college and the world of work.”
