Understanding California Assessment of Student Progress and Performance (CAASPP) Summary Reports

Smarter Balanced Results Definitions

Number Enrolled—A count of students in the selected entity (i.e., state, county, district, school, or subgroup) who were eligible to take the Smarter Balanced Summative Assessments, by subject (English language arts/literacy or mathematics) in grades 3—8 and grade 11.

*Note: The number enrolled shown in the 2014–15 results includes all students in the selected entity (i.e., state, county, district, school, or subgroup) who were eligible to take any CAASPP test in 2014–15 for any subject.

Number Tested—A count of students in the selected entity (i.e., state, county, district, school, or subgroup) who were administered the Smarter Balanced Summative Assessments, by subject (English language arts/literacy or mathematics). This number excludes students not tested by parent/guardian request, students not tested due to a significant medical emergency, and students who were assigned to take the test, but did not test.

Number of Tests with Scores—The number of valid scores includes students in the selected entity (i.e., state, county, district, school, or subgroup) who were enrolled during the active testing window and responded to enough questions on both the performance task and the computer adaptive portions of the test to generate a score.

Mean Scale Score—The sum of scale scores for students with valid scores in the selected entity (i.e., state, county, district, school, or subgroup) divided by the Number of Tests with Scores

Note: The percent of students in the selected entity (i.e., state, county, district, school, or subgroup) at a particular achievement or area (claim) level is the sum of the number of students at a particular achievement level or area (claim) level divided by the total number of students across all achievement or claim levels for that entity.

CAASPP Reporting Calculations

For CAASPP public reporting purposes, the exemption date for recently arrived English learners (ELs) is calculated by subtracting 12 months from the middle of the LEA's selected testing window. The exemption date for CAASPP reporting varies by LEA because it is based on each LEA's selected testing window.

  • • Any recently arrived EL whose first date of entry into a U.S. school, as shown in the California Longitudinal Pupil Achievement Data System (CALPADS), is after the exemption date, did not need to take the 2016 ELA assessment and will not be included in any aggregate CAASPP reporting. However, ELs with an enrollment date that is after the exemption date who chose to participate in the ELA test will be included only in the percent of students tested calculations.
  • • Any recently arrived EL whose first date of entry into a U.S. school is after the exemption date will not be included in any aggregate CAASPP scoring calculations.

Reporting Achievement Level Descriptors

English Language Arts/Literacy Achievement Level Descriptors
  Standard Exceeded Standard Met Standard Nearly Met Standard Not Met
Grades 3–5 The student has exceeded the achievement standard and demonstrates advanced progress toward mastery of the knowledge and skills in English language arts/literacy needed for likely success in future coursework. The student has met the achievement standard and demonstrates progress toward mastery of the knowledge and skills in English language arts/literacy needed for likely success in future coursework. The student has nearly met the achievement standard and may require further development to demonstrate the knowledge and skills in English language arts/literacy needed for likely success in future coursework. The student has not met the achievement standard and needs substantial improvement to demonstrate the knowledge and skills in English language arts/literacy needed for likely success in future coursework.
Grades 6–8 The student has exceeded the achievement standard and demonstrates advanced progress toward mastery of the knowledge and skills in English language arts/literacy needed for likely success in entry-level, credit-bearing college coursework after high school. The student has met the achievement standard and demonstrates progress toward mastery of the knowledge and skills in English language arts/literacy needed for likely success in entry-level, credit-bearing college coursework after high school. The student has nearly met the achievement standard and may require further development to demonstrate the knowledge and skills in English language arts/literacy needed for likely success in entry-level, credit-bearing college coursework after high school. The student has not met the achievement standard and needs substantial improvement to demonstrate the knowledge and skills in English language arts/literacy needed for likely success in entry-level, credit-bearing college coursework after high school.
Grade 11 The student has exceeded the achievement standard and demonstrates the knowledge and skills in English language arts/literacy needed for likely success in entry-level, credit-bearing college coursework after high school. The student has met the achievement standard and demonstrates progress toward mastery of the knowledge and skills in English language arts/literacy needed for likely success in entry-level, credit-bearing college coursework after completing high school. The student has nearly met the achievement standard and may require further development to demonstrate the knowledge and skills in English language arts/literacy needed for likely success in entry-level, credit-bearing college coursework after high school. The student has not met the achievement standard and needs substantial improvement to demonstrate the knowledge and skills in English language arts/literacy needed for likely success in entry-level, credit-bearing college coursework after high school.
Mathematics Achievement Level Descriptors
  Standard Exceeded Standard Met Standard Nearly Met Standard Not Met
Grades 3–5 The student has exceeded the achievement standard and demonstrates advanced progress toward mastery of the knowledge and skills in mathematics needed for likely success in future coursework. The student has met the achievement standard and demonstrates progress toward mastery of the knowledge and skills in mathematics needed for likely success in future coursework. The student has nearly met the achievement standard and may require further development to demonstrate the knowledge and skills in mathematics needed for likely success in future coursework. The student has not met the achievement standard and needs substantial improvement to demonstrate the knowledge and skills in mathematics needed for likely success in future coursework.
Grades 6–8 The student has exceeded the achievement standard and demonstrates advanced progress toward mastery of the knowledge and skills in mathematics needed for likely success in entry-level, credit-bearing college coursework after high school. The student has met the achievement standard and demonstrates progress toward mastery of the knowledge and skills in mathematics needed for likely success in entry-level, credit-bearing college coursework after high school. The student has nearly met the achievement standard and may require further development to demonstrate the knowledge and skills in mathematics needed for likely success in entry-level, credit-bearing college coursework after high school. The student has not met the achievement standard and needs substantial improvement to demonstrate the knowledge and skills in mathematics needed for likely success in entry-level, credit-bearing college coursework after high school.
Grade 11 The student has exceeded the achievement standard and demonstrates the knowledge and skills in mathematics needed for likely success in entry-level, credit-bearing college coursework after high school. The student has met the achievement standard and demonstrates progress toward mastery of the knowledge and skills in mathematics needed for likely success in entry-level, credit-bearing college coursework after high school. The student has nearly met the achievement standard and may require further development to demonstrate the knowledge and skills in mathematics needed for likely success in entry-level, credit-bearing college coursework after high school. The student has not met the achievement standard and needs substantial improvement to demonstrate the knowledge and skills in mathematics needed for likely success in entry-level, credit-bearing college coursework after high school.

Smarter Balanced Summative Assessments

Area (Claim) Descriptors

English Language Arts/Literacy Achievement Level Descriptors
Area Above Standard Near Standard Below Standard
Reading The student demonstrates a thorough ability to read closely and analytically to understand a range of literacy texts (e.g. stories, plays, and poems) and informational texts (e.g. articles and other writing covering disciplines like science and social studies) of high complexity. The student demonstrates some ability to read closely and analytically to understand a range of literacy texts (e.g. stories, plays, and poems) and informational texts (e.g. articles and other writing covering disciplines like science and social studies) of moderate complexity. The student does not demonstrate an ability to read closely and analytically to comprehend literary and informational texts of moderate complexityunderstand a range of literacy texts (e.g. stories, plays, and poems) and informational texts (e.g. articles and other writing covering disciplines like science and social studies) of moderate complexity.
Writing The student demonstrates a thorough ability to produce compelling, well-supported writing for a diverse range of well-organized, developed, and supported writing (e.g. narrative, informational, explanatory, and opinion) for different purposes and audiences. The student demonstrates some ability to produce effective and well-grounded writing for a range of well-organized, developed, and supported writing (e.g. narrative, informational, explanatory, and opinion) for different purposes and audiences. The student does not demonstrate an ability to produce well-organized, developed, and supported writing (e.g. narrative, informational, explanatory, and opinion) for different effective and well-grounded writing for a range of purposes and audiences.
Listening The student demonstrates a thorough ability to deliver information orally for a variety of uses, effective listening skills for a range of purposes and audiences, and to critically interpret and use information delivered orally. The student demonstrates some ability to deliver information orally for a variety use effective listening skills for a range of purposes and audiences, and to accurately interpret and use information delivered orally. The student does not demonstrate the ability to use effective listening skills.
Research/Inquiry The student demonstrates a thorough ability to use engage in research and inquiry methods as a way to engage with a topic and then to investigate topics, and to analyze, integrate, and present information in a persuasive and sustained exploration of a topic. The student demonstrates some ability to use engage in research and inquiry methods to explore a topic and to investigate topics, and to analyze, integrate, and present information. The student does not demonstrate the ability to engage in research and inquiry methods to investigate topics, and to analyze, integrate, and present information.

Area (Claim) Descriptors

Mathematics Area Achievement Level Descriptors
Area Above Standard Near Standard Below Standard
Concepts and Procedures The student demonstrates a thorough ability to consistently solve a variety of well-posed mathematics problems by applying his or her knowledge of problem-solving skills and strategies. The student also demonstrates a strong ability to analyze real-world problems, and can build and use mathematical models to interpret and solve problems. The student demonstrates some ability to solve well-posed mathematics problems by applying his or her knowledge of problem-solving skills and strategies. The student also demonstrates some ability to analyze real-world problems, and can build and use mathematical models to interpret and solve problems. The student does not yet demonstrate the ability to explain and apply mathematical concepts, or the ability to interpret and carry out mathematical procedures with ease and accuracy.
Problem Solving/Modeling and Data Analysis The student demonstrates a thorough ability to consistently solve a variety of well-posed mathematics problems by applying his or her knowledge of problem-solving skills and strategies. The student also demonstrates a strong ability to analyze real-world problems, and can build and use mathematical models to interpret and solve problems. The student demonstrates some ability to solve well-posed mathematics problems by applying his or her knowledge of problem-solving skills and strategies. The student also demonstrates some ability to analyze real-world problems, and can build and use mathematical models to interpret and solve problems. The student does not yet demonstrate the ability to solve a variety of mathematics problems by applying his or her knowledge of problem-solving skills and strategies. The student does not yet demonstrate the ability to analyze real-world problems, or build and use mathematical models to interpret and solve problems.
Communicating Reasoning The student demonstrates the thorough ability to clearly and precisely put together valid arguments to support his or her own mathematical thinking and to critique the reasoning of others. The student demonstrates some ability to clearly and precisely put together valid arguments to support his or her own mathematical thinking and to critique the reasoning of others. The student does not demonstrate the ability to clearly and precisely to put together valid arguments to support his or her own mathematical thinking or to critique the reasoning of others.