Budget Cuts Threaten Gains at Top API Schools
How do you know how well your child’s school is performing academically?
The California Department of Education (CDE) created the Academic Performance Index (API) in 1999 to help answer that very question. The API reflects a school or school district’s performance level based on the results of statewide standardized tests.
In recent years, the LAUSD has made substantial gains in API scores at schools throughout the system. In 2007, 109 of the District’s 436 elementary schools, or 25 percent, have met or exceeded the State’s API goal of 800. Overall, the District’s API score of elementary schools increased 242 points over the past eight years, jumping from 489 in 1999 to 731 in 2007.
API scores have also become an important tool to measure the academic progress of demographic subgroups within LAUSD. These subgroups, including English Learner status, students with disabilities and socio-economically disadvantaged pupils, represent large segments of the District’s student population.
“In addition to increasing their school-wide API scores, it’s equally important that schools achieve their subgroup target goals,” said Esther Wong, LAUSD assistant superintendent of Planning and Assessment. “Reaching these goals are critical to addressing the achievement gap between higher- and lower-scoring student subgroups.”
Five LAUSD elementary schools, each with a significant population of English Learners and socio-economically disadvantaged pupils, have demonstrated the District’s greatest API growth, on average, over the last three years. These schools are:
School |
Location |
Average API Growth (2005-07) |
|---|---|---|
| Hawaiian | Wilmington | 63+ |
| West Hollywood | West Hollywood | 60+ |
| Loreto | Cypress | 52+ |
| Flournoy | Watts | 51+ |
| Utah | Boyle Heights | 50+ |
In addition to considerable school-wide API growth, these schools have reached their subgroup goals for three consecutive years.
Ronni Ephraim, LAUSD deputy superintendent for Professional Learning, Development and Leadership, said that API growth at these schools can be attributed to “strong school teamwork, quality instructional materials and skillful teaching.”
“Teacher coaching combined with the most current instruction materials helped these schools improve their scores, one student at a time,” said Ephraim, who noted that the gains may be short lived. “The District’s severe budget crisis may force us to divert funding away from these programs, which could impact student achievement.”