In compliance with federal rules under the No Child Left Behind (NCLB) law, the state sets annual benchmarks (called annual measurable objectives or AMOs) for the percentage of students in each California school and district who should be proficient in English and math. Schools are expected to achieve these benchmarks in order to make adequate yearly progress (AYP).

In 2007–08, the state’s performance targets began to rise sharply. The chart below is adapted from EdSource’s Resource Cards. It shows the percentage of schools meeting their AMOs dipped beginning in 2007–08, reflecting the rising targets.

For elementary and middle schools, AYP is determined by how many students in grades 2 through 8 (depending on the school) score proficient or advanced on California Standards Tests (CSTs) in English language arts and math. For high schools, AYP is determined by how many 10th graders score the equivalent of about 75% in English and 70% in math on the California High School Exit Exam (CAHSEE).

All significant subgroups of students based on ethnicity, poverty, disabilities, and status as English learners must achieve these targets. In addition, in 2008–09 to have made AYP, schools must have:

• Tested 95% of students in each significant subgroup;
• Had an Academic Performance Index (API) score of at least 650 or increased it by one point;
• For high schools, achieved a graduation rate of at least 83.1% or shown improvement under one of two formulas.

A smaller percentage of schools meet all the requirements of AYP. In 2008–09, about half of all schools made AYP (60% of elementary, 27% of middle, and 38% of high schools).

Data: California Department of Education (CDE)
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