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Putting student outcome information in context: the k-12
education system can be evaluated on many dimensions. |
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There is
substantial variation in Academic Performance Index Scores |
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Academic Performance Index Distribution (5 Charts)
1: There is great variation
in the API scores received by schools throughout the region.
2: In the region, students are mostly likely to be in schools
achieving medium API scores (600-700).
3: Students in the region outside of LA County are mostly likely
to be in schools achieving medium API scores (600-700).
4: Students in LA County are not unlikely to be in schools with
API scores under 600.
5. Students in the Los Angeles Unified School District are more
likely to be enrolled in low achieving schools than students
elsewhere. |
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Academic
Performance Index Scores for Each Race / Ethnicity (4 Charts)
1.
Race and ethnicity are powerful predictors of Academic
Performance Index scores.
2.
Most Anglo students are in schools where they have a median
Academic Performance Index score between 500 and 600.
3. Most Latino students are in schools where they have median
Academic Performance Index scores between 500 and 600, which is
substantially lower than the scores for Anglos.
4. Most African American students are in schools where they have
median Academic Performance Index scores between 500 and 700,
which is comparable to the scores for Latinos, and substantially
lower than the scores for Anglos. |
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Proportion of Student
Receiving Free / Reduced Price Meals and Academic Performance
Indexes (5 Charts)
1.
Schools with higher proportions of students who are poor tend to
have lower Academic Performance Index scores.
2.
In the Los Angeles Region, schools with higher proportions of
students who are poor tend to have lower Academic Performance
Index scores.
3.
In the region outside Los Angeles County, schools with higher
proportions of students who are poor tend to have lower Academic
Performance Index scores.
4.
In Los Angeles County, schools with higher proportions of
students who are poor tend to have lower Academic Performance
Index scores.
5.
In the Los Angeles Unified School District, schools with higher
proportions of students who are poor tend to have lower Academic
Performance Index scores. |
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Proportion of
Students Who are Minority and Academic Performance Indexes (5
Charts)
1.
Schools with higher proportions of students who are minority
tend to have lower Academic Performance Index scores.
2.
In the Los Angeles Region, schools with higher proportions of
students who are minority tend to have lower Academic
Performance Index scores
3.
In the region outside Los Angeles County, schools with higher
proportions of students who are minority tend to have lower
Academic Performance Index scores.
4.
In Los Angeles County, schools with higher proportions of
students who are minority tend to have lower Academic
Performance Index scores.
5.
In the Los Angeles Unified School District, schools with higher
proportions of students who are minority tend to have lower
Academic Performance Index scores. |
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Proportion of Students who are English Learners and Academic
Performance Indexes (5 Charts)
1.
Schools with higher proportions of students designated
non-English speaking tend to have lower Academic Performance
Index scores.
2.
In the Los Angeles Region, schools with higher proportions of
students designated non-English speaking tend to have lower
Academic Performance Index scores.
3.
In the region outside Los Angeles County, schools with higher
proportions of students designated non-English speaking tend to
have lower Academic Performance Index scores.
4.
In Los Angeles County, schools with higher proportions of
students designated non-English speaking tend to have lower
Academic Performance Index scores.
5.
In the Los Angeles Unified School District, schools with higher
proportions of students designated non-English speaking tend to
have lower Academic Performance Index scores. |
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Proportion
of Teachers Who Are Fully Credentialed and Academic Performance
Indexes (5 Charts)
1.
Schools with higher Academic Performance Index scores tend to
have higher proportions of fully credentialed teachers.
2.
In the Los Angeles Region, schools with higher Academic
Performance Index scores tend to have higher proportions of
fully credentialed teachers.
3.
In the region outside Los Angeles County, schools with higher
Academic Performance Index scores tend to have higher
proportions of fully credentialed teachers.
4.
In Los Angeles County, schools with higher Academic Performance
Index scores tend to have higher proportions of fully
credentialed teachers.
5.
In the Los Angeles Unified School District, schools with higher
Academic Performance Index scores tend to have higher
proportions of fully credentialed teachers. |
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Academic Performance Index Scores for Traditional Calendar vs.
Year-Round Schools
1. Students in schools on traditional calendars have higher
Academic Performance Index scores than students in year-round
schools. |
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Dropout Rates: Dropout Rates
Across the Region (3 Charts)
1. One-Year Dropout Rate: The proportion of students who drop
out of Los Angeles Unified School District each year is more than twice that of the region outside Los
Angeles County.
2. Four-Year Dropout Rate: The proportion of students who drop
out of Los Angeles Unified School District (over one in five) is
more than twice that of the region outside Los Angeles County.
3. Across the Los Angeles Region, dropout rates fell as the
early-1990s recession ended and have leveled out since 1997. |
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Comparing Dropout Rates by Race / Ethnicity (Cross-Section, 2
Charts)
1. One-Year Dropout Rate: Significant discrepancies exist across
the dropout rates of students of different ethnic groups, but
are overshadowed by even greater difference across the region.
2. Four-Year Dropout Rate: Significant discrepancies exist
across the dropout rates of students of different ethnic groups,
but are overshadowed by even greater differences across the
region. |
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Comparing Dropout Rates by Race / Ethnicity (Time-Series,
4 Charts)
1. One-Year Dropout Rates Over Time in Los Angeles Region: Dropout rates declined
between 1993 and 1997 and have since stabilized.
2. One-Year Dropout Rates Over Time in Los Angeles County:
Dropout rates declined between 1993 and 1997 and have since
stabilized.
3.One-Year Dropout Rates Over Time in Region Outside Los Angeles
County: Dropout rates declined between 1993 and 1997 and have
since stabilized.
4. One-Year Dropout Rates Over Time in Los Angeles Unified
School District: Dropout rates declined between 1993 and 1997
and have since stabilized. |
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Do Students Like You Drop Out?
(6 Charts)
1.
Most students outside of the Los Angeles Unified School District
are enrolled in schools where fewer than two percent of students
drop out each year.
2.
The majority of Anglo students outside the Los Angeles Unified
School District are enrolled in schools where fewer than 2
percent of Anglos drop out each year.
3.
Latino students are distributed across schools with varying
Latino dropout rates.
4.
African American students are distributed across schools with
varying African American dropout rates.
5.
Most Asian-Pacific Islander students are enrolled in schools
where fewer than 2 percent of Asian-Pacific Islanders drop out.
6.
Most American Indian students are enrolled in schools where
fewer than 2 percent of American Indian students drop out. |
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Dropout Rates by Characteristics of Students and Schools (3
Charts)
1.
Across the region, poor students are more likely than non-poor
students to drop out.
2.
Students in schools with a high proportion of students who are
minorities are more likely to drop out than others.
3.
With the exception of the Los Angeles Unified School District,
students in year-round schools are more likely to drop out than
students in traditional schools. |
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Graduates Meeting University of
California - California State University Admissions Requirements
(2 Charts)
1.
The proportion of graduates completing courses making them
eligible to attend California State University or the University
of California is low throughout the region.
2.
Trends in UC-CSU eligibility over time are mixed. |
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Graduates Meeting University of
California - California State University Admissions
Requirements, by Race / Ethnicity (Time-Series, 5 Charts)
1.
Latino graduates, followed by African American graduates, are
less likely to complete courses making them eligible to attend
California State University or the University of California.
2.
Los Angeles Region, rates of California State University or
University of California eligibility, 1992-2001.
3.
Region outside Los Angeles County, rates of California State
University or University of California eligibility, 1992-2001.
4.
Los Angeles County, rates of California State University or
University of California eligibility, 1992-2001.
5.
Los Angeles Unified School District, rates of California State
University or University of California eligibility, 1992-2001. |
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Graduates Meeting
University of California - California State University
Admissions Requirements, by Race / Ethnicity at the School Level (Cross-Section,
6 Charts)
1.
Most students in the region attend schools where between 20 and
50 percent of graduates meet UC-CSU eligibility requirements.
2. The proportion of Anglo graduates who are UC-CSU eligible
varies widely across the region, but is systematically higher
than for students of all race / ethnicities.
3.
Most Latino graduates attended schools where under 30 percent of
them are completing courses which will make them eligible to
attend California State University or the University of
California.
4.
Most African American graduates attended schools where under 40
percent of them are completing courses which will make them
eligible to attend California State University or the University
of California.
5. The proportion of Asian / Pacific Islander graduates who are
UC-CSU eligible varies widely across the region, but is
systematically higher than for students of all race /
ethnicities.
6.
The proportion of American Indian graduates who are UC-CSU
eligible varies widely across the region. |
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Graduates Meeting University of California - California State University Admissions Requirements, by Characteristics of Students and Schools
(3 Charts)
1.
Graduates in schools with a high proportion of poor students are
less likely than others to complete courses which will make them
eligible to attend California State University or the University
of California.
2.
Graduates in schools with a high proportion of minority students
are less likely than others to complete courses which will make
them eligible to attend California State University or the
University of California.
3.
Graduates of year-round schools are less likely than graduates
of traditional calendar schools to complete courses which will
make them eligible to attend California State University or the
University of California. |
