Overall, 2016–17 scores changed little from 2015–16. This is quite different than in the previous year, when students made large gains. This pattern is consistent across the seven racial and ethnic groups reported by the CDE. The previous higher growth rate may have resulted in part from systemic factors, such as better understanding of the SBAC tests, continued implementation of the standards, and experience with online testing.
Scores for low-income students are consistently low across the state, while scores of higher-income students vary more widely by region. The lower scores of regions with larger shares of low-income students reflect not only the performance of the low-income group, but also relatively lower proficiency levels of the higher-income group.
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