As elected Board of Education members, we are faced with the challenge of leading an organization that is extremely complex. Federal and State reform efforts have attempted to implement heighthened curricula standards and more stringent accountability mechanisms. These mechanisms are measured using assessment practices which need to be guided by these principles. However, there those who believe the entire assessment process is misguided.

In dealing with this era of accountability, the overemphasis of single score or measure of achievement may not produce the results school boards are looking for. This Executive Summary is from the paper: "Buried Treasure - Developing a Management Guide From Mountains of School Data" from the Center on Reinventing Public Education.

In Alameda, the assessment process is part of a larger process to improve instructional practices by making decisions based on assessment data. The intersection of assessment data, instructional practices and curriculm adoption for a particular school site is captured in a Single School Plan (SSP). While the SSP is a required State mandate, Alameda has adapted the SSP process to improve student achievement.

In 2008, the Legislative Analyst Office issued a report Improving Access to Student Data to improve instruction.

The most recent reform passed related to education is the Federal law called No Child Left Behind (NCLB). Within that legislation, there are provisions which require each school district to create an ongoing five year plan detailing how each school intends to raise student achievement. The five year plan is called Local Education Agency Plan (LEAP) and consists of five goal areas and twelve performance indicators.

The new federal accountability measure - CA Adequate Yearly Progress (AYP). This accountability measure requires all districts and schools to demonstrate Adequate Yearly Progress with the goal that 100% of the students are proficient or above in reading/language arts and mathematics by 2013-2014 based on their own State's standards.

While not applicable at a District level because of the methodology used, each state's academic performance can be compared using the National Assessment of Education Progress.

State Compliance

The Academic Performance Index (API) is the main component of the California Accountability System for public education. The State assessment method has its critics.

In addition, the California High School Exit Exam plays a critical role for high school students. If you are interested in more information on standards and assessment practices at the State level. Go to the CDE Links for STAR, CAHSEE, CELDT, PFT NAEP, GED and CHSPE practices.

Interested in California's Standards for a particular subject at  a particular grade level. Try this: Align to Achieve Search

Local Assessment Practices

The biggest challenge facing public education is closing the achievement gap. This study suggests that school reform alone can not close the achievement gap. Here is AUSD and the Racial Achievement Gap data. Alameda Unified School District serves a diverse population of Non-English Speaking Students. There are numerous Assessment Instruments By Grade Level used by AUSD. In addition there are voluntary tests taken by high school students. Here are the results of the Advanced Placements Test Results taken Alameda High Students for 2004. Here is a San Francisco Chronicle news article about Advanced Placement test taking results for the state of California.

Here are some Frequently Asked Questions about Giftedness of your child.

2002/03/04 API Base Data for AUSD

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Last modified: December 28, 2004

Disclaimer: This website is the sole responsibility of Mike McMahon. It does not represent any official opinions, statement of facts or positions of the Alameda Unified School District. Its sole purpose is to disseminate information to interested individuals in the Alameda community.