frequently asked questions
Our list of Frequently Asked Questions (FAQs) is continually growing. If you don’t see the answer to your question below, please visit our Staff Page and contact one of our team members.
ACCESSING DATA
Q. WHERE CAN I GET DATA?
Please visit our Data Page to learn more about what OUSD data is available.
Q. HOW DO I REQUEST DATA?
For data not available in the sources listed on our Data Page, requests may be made. If you are an employee of OUSD, you may request data needed to perform your job duties using our Request Form. External data requests are handled by the Office of Research & Evaluation.
Please visit our Data Page to learn more about what OUSD data is available.
Q. HOW DO I REQUEST DATA?
For data not available in the sources listed on our Data Page, requests may be made. If you are an employee of OUSD, you may request data needed to perform your job duties using our Request Form. External data requests are handled by the Office of Research & Evaluation.
a-g Requirements
WHAT IS A-G?
In order to be eligible for admission to the University of California or California State University system, California high school students must meet the A-G high school course requirements with a grade of “C” or better. Specifically, students must complete a set of 15 college-preparatory courses drawn from seven subject areas. Each subject area is identified with a letter, from A to G:
A. History/Social Science: 2 years
B. English: 4 years
C. Math: 3 years (Algebra 1 and higher)
D. Lab Science: 2 years
E. World Language: 2 years
F. Visual and Performing Arts: 1 year
G. College-Prep Electives: 1 year
Q. HOW IS THE A-G RATE CALCULATED?
The A-G completion rate is calculated by the California Department of Education by determining the number of 12th grade graduates who completed all A-G course requirements with a grade of “C” or better, then dividing this number by the total number of 12th grade graduates.
In order to be eligible for admission to the University of California or California State University system, California high school students must meet the A-G high school course requirements with a grade of “C” or better. Specifically, students must complete a set of 15 college-preparatory courses drawn from seven subject areas. Each subject area is identified with a letter, from A to G:
A. History/Social Science: 2 years
B. English: 4 years
C. Math: 3 years (Algebra 1 and higher)
D. Lab Science: 2 years
E. World Language: 2 years
F. Visual and Performing Arts: 1 year
G. College-Prep Electives: 1 year
Q. HOW IS THE A-G RATE CALCULATED?
The A-G completion rate is calculated by the California Department of Education by determining the number of 12th grade graduates who completed all A-G course requirements with a grade of “C” or better, then dividing this number by the total number of 12th grade graduates.
Advanced placement
Q. WHAT IS ADVANCED PLACEMENT?
Advanced Placement (AP) is a program created by The College Board offering college-level courses and tests in high school, taught by specially trained high school teachers. These courses are called Advanced Placement because students who score high enough on an AP test can receive a semester or a year of college credit in that content area and may be eligible as a college freshman to take higher level college courses in that content area. AP tests are administered each year in May. They were rigorously developed and test a student’s ability to perform at a college level. Students who take the AP exam earn a score ranging from 1 to 5. The College Board defines the numbers as follows:
5. Extremely well qualified to receive college credit
4. Well qualified to receive college credit
3. Qualified to receive college credit
2. Possibly qualified to receive college credit
1. No recommendation to receive college credit
In some cases, a student is already well prepared in a content area, as in the case of those immigrant students with high levels of fluency and literacy in a language other than English, or students who took high level courses elsewhere. These students can take the AP test without taking an AP course, and depending on their scores, they may be eligible (depending on the college) to receive college credit or advanced standing in college.
A minimum score of 3 on the AP exam is considered “passing” and is typically required by colleges to receive college-level credit.
Q. HOW IS THE AP PARTICIPATION RATE CALCULATED?
The participation rate is calculated by determining the number of individual students who completed one or more AP courses during a given school year, then dividing this number by the number of students in grades 10-12. Completion is defined by whether a student had a valid course grade at the end of the term.
Advanced Placement (AP) is a program created by The College Board offering college-level courses and tests in high school, taught by specially trained high school teachers. These courses are called Advanced Placement because students who score high enough on an AP test can receive a semester or a year of college credit in that content area and may be eligible as a college freshman to take higher level college courses in that content area. AP tests are administered each year in May. They were rigorously developed and test a student’s ability to perform at a college level. Students who take the AP exam earn a score ranging from 1 to 5. The College Board defines the numbers as follows:
5. Extremely well qualified to receive college credit
4. Well qualified to receive college credit
3. Qualified to receive college credit
2. Possibly qualified to receive college credit
1. No recommendation to receive college credit
In some cases, a student is already well prepared in a content area, as in the case of those immigrant students with high levels of fluency and literacy in a language other than English, or students who took high level courses elsewhere. These students can take the AP test without taking an AP course, and depending on their scores, they may be eligible (depending on the college) to receive college credit or advanced standing in college.
A minimum score of 3 on the AP exam is considered “passing” and is typically required by colleges to receive college-level credit.
Q. HOW IS THE AP PARTICIPATION RATE CALCULATED?
The participation rate is calculated by determining the number of individual students who completed one or more AP courses during a given school year, then dividing this number by the number of students in grades 10-12. Completion is defined by whether a student had a valid course grade at the end of the term.
Assessments
Q. WHICH ASSESSMENTS DOES OUSD ADMINISTER?
To learn more about assessments at OUSD, please visit the Assessment Office’s website. For inquiries, please contact Ramona Burton, Director of State/Local Assessments.
To learn more about assessments at OUSD, please visit the Assessment Office’s website. For inquiries, please contact Ramona Burton, Director of State/Local Assessments.
Average Daily Attendance (ADA)
Q. WHERE CAN I GET ADA DATA?
The state of California funds school districts in part based on student attendance, also known as Average Daily Attendance (ADA). ADA is calculated by dividing the total number of days of student attendance by the number of days of school taught during the same period. For inquiries about ADA data, please contact Technology Services.
The state of California funds school districts in part based on student attendance, also known as Average Daily Attendance (ADA). ADA is calculated by dividing the total number of days of student attendance by the number of days of school taught during the same period. For inquiries about ADA data, please contact Technology Services.
CHARTER SCHOOLS
Q. WHERE CAN I FIND DATA ON CHARTER SCHOOLS?
Data on charter schools, including demographic and performance data, can be found on the California Department of Education Dataquest website. For data not available on Dataquest, inquiries may be made to the OUSD Office of Charter Schools. Charter school data is not managed by the Data Team at this time.
Data on charter schools, including demographic and performance data, can be found on the California Department of Education Dataquest website. For data not available on Dataquest, inquiries may be made to the OUSD Office of Charter Schools. Charter school data is not managed by the Data Team at this time.
CHRONIC ABSENCE
Q. WHAT IS CHRONIC ABSENCE?
A student is defined as chronically absent if he or she misses 10% or more of school days for any reason, excused or unexcused. That’s about 18 days a year, or an average of just two days a month.
National and local research clearly shows that chronic absence marks a “tipping point” that has an impact on student learning and achievement, with both short-term and long-term consequences. Missing too much kindergarten, for example, affects not only kindergarten early literacy, but also predicts third grade and fifth grade reading levels. The same is true for math.
Typically, school systems focus on Average Daily Attendance (ADA) and truancy (unexcused absences). However, ADA can hide deceptively high rates of chronic absenteeism. Oakland research showed that seven schools -- all with 95% ADA -- had chronic absence rates ranging from a low of 5.8% to a high of 17.3%. Likewise, focusing only on truancy misses those students with excused absences who are missing too much school and whose learning and academic achievement are most likely to suffer. Reducing school-wide chronic absence rates to just 5% or less of enrolled students means that most students are not missing so much school that their academic learning suffers. It also means that the school can provide more targeted resources and supports to increase attendance among this relatively small proportion of chronically absent students.
Q. HOW IS THE CHRONIC ABSENCE RATE CALCULATED?
A student is identified as chronically absent if he or she has missed 10% of school days for the year-to-date, or if a student has missed 18 or more school days in a 180-day school year. A school’s chronic absence rate is calculated by dividing the number of chronically absent students by the total school enrollment.
Note: Because the continuation high schools calculate attendance at an hourly rate and provide opportunities for students to make up missed hours outside the regular school day, the method used to calculate chronic absence needs to be different. The same is true for other alternative education programs such as Independent Studies. Over the next school year, we will work to develop a meaningful attendance or chronic absence metric for these schools.
A student is defined as chronically absent if he or she misses 10% or more of school days for any reason, excused or unexcused. That’s about 18 days a year, or an average of just two days a month.
National and local research clearly shows that chronic absence marks a “tipping point” that has an impact on student learning and achievement, with both short-term and long-term consequences. Missing too much kindergarten, for example, affects not only kindergarten early literacy, but also predicts third grade and fifth grade reading levels. The same is true for math.
Typically, school systems focus on Average Daily Attendance (ADA) and truancy (unexcused absences). However, ADA can hide deceptively high rates of chronic absenteeism. Oakland research showed that seven schools -- all with 95% ADA -- had chronic absence rates ranging from a low of 5.8% to a high of 17.3%. Likewise, focusing only on truancy misses those students with excused absences who are missing too much school and whose learning and academic achievement are most likely to suffer. Reducing school-wide chronic absence rates to just 5% or less of enrolled students means that most students are not missing so much school that their academic learning suffers. It also means that the school can provide more targeted resources and supports to increase attendance among this relatively small proportion of chronically absent students.
Q. HOW IS THE CHRONIC ABSENCE RATE CALCULATED?
A student is identified as chronically absent if he or she has missed 10% of school days for the year-to-date, or if a student has missed 18 or more school days in a 180-day school year. A school’s chronic absence rate is calculated by dividing the number of chronically absent students by the total school enrollment.
Note: Because the continuation high schools calculate attendance at an hourly rate and provide opportunities for students to make up missed hours outside the regular school day, the method used to calculate chronic absence needs to be different. The same is true for other alternative education programs such as Independent Studies. Over the next school year, we will work to develop a meaningful attendance or chronic absence metric for these schools.
common core state standards
Q. WHAT ARE THE COMMON CORE STANDARDS?
Prior to the development of the Common Core State Standards (CCSS), each state adopted its own standards for what students should know and be able to do, and each state administered its own assessments aligned to individual state standards that varied widely across the nation. Given the demands of educating students for the realities of the 21st century, national educators in 2008 developed a set of standards in English Language Arts and Mathematics that are designed to better prepare U.S. students for success in college, career, and to compete in the global economy. So far, 45 states (including California), the District of Columbia, four U.S. territories, and the Department of Defense Education Activity have adopted the Common Core State Standards.The Oakland Unified School District, like all other districts across California, is now in the process of transitioning and implementing the Common Core State Standards. Full implementation of the new standards and aligned assessments is expected by 2014-15. California and at least 21 other states will be implementing assessments developed by the Smarter Balanced Assessment Consortium. Results from these will also allow California to compare its results with other states, using a common measuring stick.
Prior to the development of the Common Core State Standards (CCSS), each state adopted its own standards for what students should know and be able to do, and each state administered its own assessments aligned to individual state standards that varied widely across the nation. Given the demands of educating students for the realities of the 21st century, national educators in 2008 developed a set of standards in English Language Arts and Mathematics that are designed to better prepare U.S. students for success in college, career, and to compete in the global economy. So far, 45 states (including California), the District of Columbia, four U.S. territories, and the Department of Defense Education Activity have adopted the Common Core State Standards.The Oakland Unified School District, like all other districts across California, is now in the process of transitioning and implementing the Common Core State Standards. Full implementation of the new standards and aligned assessments is expected by 2014-15. California and at least 21 other states will be implementing assessments developed by the Smarter Balanced Assessment Consortium. Results from these will also allow California to compare its results with other states, using a common measuring stick.
COHORT GRADUATION AND DROPOUT
Q. WHO IS COUNTED IN THE COHORT?
California began using the cohort method in 2010. The four-year cohort is based on first-time 9th grade students and is adjusted over time as students leave (transfer out, emigrate to another country, or pass away) or as new students enroll. Students who drop out are counted as part of the cohort, along with those who remain enrolled after four years.
Q. WHY FOCUS ON BOTH COHORT GRADUATION AND COHORT DROPOUT RATES?
Most high school students should be able to graduate in four years, with their ninth grade cohort. Thus, the cohort graduation rate is an indication that students are on track throughout their four years of high school. At the same time, we recognize that graduation -- whether with one’s cohort or not -- is clearly an important milestone in preparing students for college, career, and life. For this reason, the district is also focused on reducing cohort dropout rates and holding on to students who need an extra summer or an extra year or more to reach that graduation milestone. This means focusing on reducing the cohort dropout rate, and acknowledging that Oakland high schools are holding on to and graduating more students at a later date. Though these later graduates are not counted in the cohort graduation rate, they are high school graduates.
Q. HOW IS THE COHORT GRADUATION RATE CALCULATED?The cohort graduation rate is calculated by taking the number of students who graduate with a regular high school diploma in four years or less and dividing by the total number of students who form the adjusted cohort for that graduating class. Note: The California Department of Education does not publish cohort outcomes data for Dewey Academy or Street Academy, two of Oakland’s Alternative Schools Accountability Model (ASAM) schools.
Q. HOW IS THE COHORT DROPOUT RATE CALCULATED?
The cohort dropout rate is calculated by taking the number of cohort students who leave the 9-12 instructional system without a high school diploma, GED, or special education certificate of completion and do not remain enrolled after the end of the fourth year, and dividing by the total number of students who form the adjusted cohort for that graduating class.
Q. WHEN WILL THE 2013-14 GRADUATION AND DROPOUT RATES BE AVAILABLE?
The California Department of Education calculates and releases cohort graduation and dropout rates each year. The data are typically released more than six months after students graduate because the state needs to identify students who may have been reported as potential dropouts, but who have actually enrolled in another California district, re-enrolled after a period of being out of school, etc.
California began using the cohort method in 2010. The four-year cohort is based on first-time 9th grade students and is adjusted over time as students leave (transfer out, emigrate to another country, or pass away) or as new students enroll. Students who drop out are counted as part of the cohort, along with those who remain enrolled after four years.
Q. WHY FOCUS ON BOTH COHORT GRADUATION AND COHORT DROPOUT RATES?
Most high school students should be able to graduate in four years, with their ninth grade cohort. Thus, the cohort graduation rate is an indication that students are on track throughout their four years of high school. At the same time, we recognize that graduation -- whether with one’s cohort or not -- is clearly an important milestone in preparing students for college, career, and life. For this reason, the district is also focused on reducing cohort dropout rates and holding on to students who need an extra summer or an extra year or more to reach that graduation milestone. This means focusing on reducing the cohort dropout rate, and acknowledging that Oakland high schools are holding on to and graduating more students at a later date. Though these later graduates are not counted in the cohort graduation rate, they are high school graduates.
Q. HOW IS THE COHORT GRADUATION RATE CALCULATED?The cohort graduation rate is calculated by taking the number of students who graduate with a regular high school diploma in four years or less and dividing by the total number of students who form the adjusted cohort for that graduating class. Note: The California Department of Education does not publish cohort outcomes data for Dewey Academy or Street Academy, two of Oakland’s Alternative Schools Accountability Model (ASAM) schools.
Q. HOW IS THE COHORT DROPOUT RATE CALCULATED?
The cohort dropout rate is calculated by taking the number of cohort students who leave the 9-12 instructional system without a high school diploma, GED, or special education certificate of completion and do not remain enrolled after the end of the fourth year, and dividing by the total number of students who form the adjusted cohort for that graduating class.
Q. WHEN WILL THE 2013-14 GRADUATION AND DROPOUT RATES BE AVAILABLE?
The California Department of Education calculates and releases cohort graduation and dropout rates each year. The data are typically released more than six months after students graduate because the state needs to identify students who may have been reported as potential dropouts, but who have actually enrolled in another California district, re-enrolled after a period of being out of school, etc.
Dashboards
Q. WHAT IS A DASHBOARD?
Dashboards are visual displays that organize and present information in a way that is easy to read and interpret. They are web-based and interactive, and provide visibility into key measures through simple graphics such as charts and tables. Dashboards allow you to explore data and answer questions on your own through filtering, sorting, drilling down and more.
On December 18, 2015, the Office of Research, Assessment & Data released dashboards that are now available to the public. This gives our community unprecedented access to data on OUSD students and schools. Users can look at data for specific schools, grade levels, and groups of students (by race/ethnicity, gender, English fluency, foster youth, students with disabilities, etc.). To learn more, visit our OUSD Public Dashboards webpage.
Q. HOW DO I LOG IN?
Use the same login information as your OUSD employee email.
Q. IS MY STUDENT DATA SAFE?
Yes, your student data is safe. Access to the dashboards requires an OUSD login. Only authorized staff will be able to to view student level data.
Q. HOW WILL I LEARN HOW TO USE THE TOOL?
We provide training opportunities and materials, as well as offer one-on-one support, to make sure users can make the most of the fresh, interactive data now at their fingertips.
Q. HOW CAN I GIVE FEEDBACK? WHAT IF I HAVE QUESTIONS?
Our team is committed to incorporating your feedback into the design of interactive dashboards. Use our Feedback Form to provide specific feedback about a dashboard or email the author of the dashboard - contact information is provided on each dashboard. We will also be offering multiple learning and feedback opportunities this summer and fall.
Dashboards are visual displays that organize and present information in a way that is easy to read and interpret. They are web-based and interactive, and provide visibility into key measures through simple graphics such as charts and tables. Dashboards allow you to explore data and answer questions on your own through filtering, sorting, drilling down and more.
On December 18, 2015, the Office of Research, Assessment & Data released dashboards that are now available to the public. This gives our community unprecedented access to data on OUSD students and schools. Users can look at data for specific schools, grade levels, and groups of students (by race/ethnicity, gender, English fluency, foster youth, students with disabilities, etc.). To learn more, visit our OUSD Public Dashboards webpage.
Q. HOW DO I LOG IN?
Use the same login information as your OUSD employee email.
Q. IS MY STUDENT DATA SAFE?
Yes, your student data is safe. Access to the dashboards requires an OUSD login. Only authorized staff will be able to to view student level data.
Q. HOW WILL I LEARN HOW TO USE THE TOOL?
We provide training opportunities and materials, as well as offer one-on-one support, to make sure users can make the most of the fresh, interactive data now at their fingertips.
Q. HOW CAN I GIVE FEEDBACK? WHAT IF I HAVE QUESTIONS?
Our team is committed to incorporating your feedback into the design of interactive dashboards. Use our Feedback Form to provide specific feedback about a dashboard or email the author of the dashboard - contact information is provided on each dashboard. We will also be offering multiple learning and feedback opportunities this summer and fall.
ENROLLMENT
Q. WHAT’S THE ENROLLMENT? WHY ARE THE NUMBERS DIFFERENT THROUGHOUT THE YEAR?
OUSD’s 2016-17 enrollment, as of November 2, 2016, is 36,668. However, enrollment is a moving target. It can change by the hour, as students move schools and enter and leave the district. When we refer to “official enrollment,” we are referring to the number released by the California Department of Education in the Spring of the academic year. This number is based on an enrollment list OUSD submits to the state as of the first Wednesday of October, which is known as Census Day. What happens between the Fall and Spring? The state cleans the file, tracks students down, and confirms our enrollment so it is as accurate as possible. Of course, we often need to report enrollment before the official numbers come back to us in the Spring. The standard interim number we provide, the 36,668 reported above, is based on enrollment on Census Day, which this year was October 2, 2016.
Q. WHERE CAN I FIND ENROLLMENT AT SCHOOL LEVEL? HISTORICAL ENROLLMENT?
For official school-level enrollment, please visit the California Department of Education’s DataQuest site. Note that official enrollment for the current year will not be available on this site until the Spring.
Q. WHAT'S THE DIFFERENT BETWEEN THE CBEDS AND DAY 20 ENROLLMENT COUNTS?
So you’ve heard of the Day 20 enrollment count. The Day 20 count is an internal enrollment count based on the 20th school day of each academic year. Whereas all other enrollment counts are based on Aeries enrollment, the Day 20 count is self-reported by schools to the Student Assignment Office. The reason schools are asked to self-report their enrollment is that Aeries enrollment so early in the year is still fluctuating, yet a trusted enrollment figure is needed for budgeting for the year, among other things.
OUSD’s 2016-17 enrollment, as of November 2, 2016, is 36,668. However, enrollment is a moving target. It can change by the hour, as students move schools and enter and leave the district. When we refer to “official enrollment,” we are referring to the number released by the California Department of Education in the Spring of the academic year. This number is based on an enrollment list OUSD submits to the state as of the first Wednesday of October, which is known as Census Day. What happens between the Fall and Spring? The state cleans the file, tracks students down, and confirms our enrollment so it is as accurate as possible. Of course, we often need to report enrollment before the official numbers come back to us in the Spring. The standard interim number we provide, the 36,668 reported above, is based on enrollment on Census Day, which this year was October 2, 2016.
Q. WHERE CAN I FIND ENROLLMENT AT SCHOOL LEVEL? HISTORICAL ENROLLMENT?
For official school-level enrollment, please visit the California Department of Education’s DataQuest site. Note that official enrollment for the current year will not be available on this site until the Spring.
Q. WHAT'S THE DIFFERENT BETWEEN THE CBEDS AND DAY 20 ENROLLMENT COUNTS?
So you’ve heard of the Day 20 enrollment count. The Day 20 count is an internal enrollment count based on the 20th school day of each academic year. Whereas all other enrollment counts are based on Aeries enrollment, the Day 20 count is self-reported by schools to the Student Assignment Office. The reason schools are asked to self-report their enrollment is that Aeries enrollment so early in the year is still fluctuating, yet a trusted enrollment figure is needed for budgeting for the year, among other things.
privacy and confidentiality
Q. WHAT IS FERPA AND WHY DOES IT MATTER?
Over the last 40 years, industry leaders, policymakers, and privacy and security experts around the world have adapted and adopted a basic set of principles for safeguarding personally identifiable information. There is broad international agreement on the underlying substance of these principles, known as the Fair Information Practices (FIPs), and they have been adapted and adopted in various ways for different countries, contexts and sectors. In the United States, the Family Educational Rights and Privacy Act (FERPA) is one manifestation of FIPS. For more information about what FERPA is, please refer to the FERPA Stoplight document produced by the Data Quality Campaign.
Over the last 40 years, industry leaders, policymakers, and privacy and security experts around the world have adapted and adopted a basic set of principles for safeguarding personally identifiable information. There is broad international agreement on the underlying substance of these principles, known as the Fair Information Practices (FIPs), and they have been adapted and adopted in various ways for different countries, contexts and sectors. In the United States, the Family Educational Rights and Privacy Act (FERPA) is one manifestation of FIPS. For more information about what FERPA is, please refer to the FERPA Stoplight document produced by the Data Quality Campaign.
national school lunch program
Q. WHAT IS NSLP?
The National School Lunch Program (NSLP) is a federally assisted meal program operating in public and nonprofit private schools and residential child care institutions. It provides nutritionally balanced, low-cost or free lunches to children each school day.
In an effort to reduce paperwork at the local level, Congress has incorporated into Section 11(a)(1) of the National School Lunch Act three alternative provisions to the normal requirements for annual determinations of eligibility for free and reduced price school meals and daily meal counts by type (free, reduced price and paid meals) at the point of service. This Provision reduces application burdens and simplifies meal counting and claiming procedures. It allows schools to establish claiming percentages and to serve all meals at no charge for 2-4 year periods.
In schools where at least 85% of the children enrolled are eligible for free or reduced price meals, annual notification of program availability and certification of children eligible for free meals may be reduced to once every 2 consecutive school years. All other households must be provided a meal application and are allowed to apply for meal benefits each school year. However, starting 2012-13, the district began collecting data from all schools, regardless of their Provision status, in order to have more complete data on students’ Low Income status.
The National School Lunch Program (NSLP) is a federally assisted meal program operating in public and nonprofit private schools and residential child care institutions. It provides nutritionally balanced, low-cost or free lunches to children each school day.
In an effort to reduce paperwork at the local level, Congress has incorporated into Section 11(a)(1) of the National School Lunch Act three alternative provisions to the normal requirements for annual determinations of eligibility for free and reduced price school meals and daily meal counts by type (free, reduced price and paid meals) at the point of service. This Provision reduces application burdens and simplifies meal counting and claiming procedures. It allows schools to establish claiming percentages and to serve all meals at no charge for 2-4 year periods.
In schools where at least 85% of the children enrolled are eligible for free or reduced price meals, annual notification of program availability and certification of children eligible for free meals may be reduced to once every 2 consecutive school years. All other households must be provided a meal application and are allowed to apply for meal benefits each school year. However, starting 2012-13, the district began collecting data from all schools, regardless of their Provision status, in order to have more complete data on students’ Low Income status.
psat
Q. WHAT IS THE PSAT?
Like the SAT, the Preliminary SAT (or PSAT) is a college readiness test that is designed to measure whether students are “on-track” for college. It measures critical reading, mathematical reasoning, and writing skills and knowledge that are important for success in college. The test is administered in October. Students are able to take it once per year.
OUSD pays for all 10th grade students (except for the severely disabled) to take the PSAT in the 10th grade in order to help students prepare for college. The PSAT covers the same topics as the SAT, and therefore helps students become familiar with SAT content and format. In fact, students who take the PSAT score an average of 146 points higher on the SAT than those who do not. The PSAT also provides a College Readiness benchmark for students and lets students know what they can work on to raise their SAT scores in the future.
In addition, those students with high PSAT scores can take the test again in 11th grade to possibly qualify for recognition in the National Merit® Scholarship Program.
Q. HOW IS THE PARTICIPATION RATE CALCULATED?
The participation rate is calculated by taking the total number of 10th grade PSAT test takers during a given school year and dividing by the total number of 10th grade students, except for severely disabled students.
Like the SAT, the Preliminary SAT (or PSAT) is a college readiness test that is designed to measure whether students are “on-track” for college. It measures critical reading, mathematical reasoning, and writing skills and knowledge that are important for success in college. The test is administered in October. Students are able to take it once per year.
OUSD pays for all 10th grade students (except for the severely disabled) to take the PSAT in the 10th grade in order to help students prepare for college. The PSAT covers the same topics as the SAT, and therefore helps students become familiar with SAT content and format. In fact, students who take the PSAT score an average of 146 points higher on the SAT than those who do not. The PSAT also provides a College Readiness benchmark for students and lets students know what they can work on to raise their SAT scores in the future.
In addition, those students with high PSAT scores can take the test again in 11th grade to possibly qualify for recognition in the National Merit® Scholarship Program.
Q. HOW IS THE PARTICIPATION RATE CALCULATED?
The participation rate is calculated by taking the total number of 10th grade PSAT test takers during a given school year and dividing by the total number of 10th grade students, except for severely disabled students.
Reclassification
Q. WHAT IS RECLASSIFICATION?
Reclassification is the process for determining that an English Language Learner (ELL) has become Fluent English Proficient. Per state guidelines, reclassification criteria must include:
1. Assessment of language proficiency (overall 4 on ELPAC)
2. Assessment of performance in basic skills (Scholastic Reading Inventory)
3. Teacher Evaluation
4. Parent consultation
Q. WHY IS RECLASSIFICATION IMPORTANT?
ELLs who reclassify by the 5th grade or within 6 years in US schools have better long term academic outcomes. Conversely, we have found that students not reclassified within six years (Long-term ELLs) are disproportionately at risk on all academic measures including SRI, A-G completion and graduation rates. In addition, reclassification data helps us:
1. Guide placement and provide appropriate levels of support
2. Demonstrate evidence of the quality of our programs and instruction for ELLs grade or within 6 years in US schools have better long term academic
For more information English Language Learners, please contact Nicole Knight, Executive Director at the English Language Learner & Multilingual Achievement Office.
Reclassification is the process for determining that an English Language Learner (ELL) has become Fluent English Proficient. Per state guidelines, reclassification criteria must include:
1. Assessment of language proficiency (overall 4 on ELPAC)
2. Assessment of performance in basic skills (Scholastic Reading Inventory)
3. Teacher Evaluation
4. Parent consultation
Q. WHY IS RECLASSIFICATION IMPORTANT?
ELLs who reclassify by the 5th grade or within 6 years in US schools have better long term academic outcomes. Conversely, we have found that students not reclassified within six years (Long-term ELLs) are disproportionately at risk on all academic measures including SRI, A-G completion and graduation rates. In addition, reclassification data helps us:
1. Guide placement and provide appropriate levels of support
2. Demonstrate evidence of the quality of our programs and instruction for ELLs grade or within 6 years in US schools have better long term academic
For more information English Language Learners, please contact Nicole Knight, Executive Director at the English Language Learner & Multilingual Achievement Office.
research
Q. CAN I CONDUCT RESEARCH AT THE OAKLAND UNIFIED SCHOOL DISTRICT?
OUSD is currently not accepting applications to conduct research, with the following exceptions. The District continues to accept the following research applications:
1. Renewal applications for previously approved studies
2. Applications from current OUSD employees who wish to conduct research in OUSD as a part of their postgraduate studies
3. Applications from OUSD partner organizations for evaluation studies of programs conducted in OUSD schools
To learn more about how to apply to conduct research in the district, please visit the Office of Research & Evaluation.
OUSD is currently not accepting applications to conduct research, with the following exceptions. The District continues to accept the following research applications:
1. Renewal applications for previously approved studies
2. Applications from current OUSD employees who wish to conduct research in OUSD as a part of their postgraduate studies
3. Applications from OUSD partner organizations for evaluation studies of programs conducted in OUSD schools
To learn more about how to apply to conduct research in the district, please visit the Office of Research & Evaluation.
reading inventory (RI)
Q. WHAT IS THE SRI?
The Reading Inventory (RI) is a research-based reading assessment that measures reading comprehension using the Lexile Framework for Reading. The RI was introduced district-wide in 2011-12 as a screening assessment of reading levels for all non-Special Day Class (SDC) students in grades 2-12. There are two electronic administrations of the RI annually--at the beginning and end of the school year. Students receive a Lexile score, which indicates the grade level at which the student is reading.
Prior to adopting the RI, OUSD had no system-wide assessment that measured the reading level of all of our students, or that measured individual growth in reading levels over time. The SRI provides critical information about reading, which is key to student success in every content area.
The RI is administered using the Scholastic Achievement Manager (SAM). For anything related to SAM, please contact Cecilia Larkin, the Assessment Tools Manager.
The Reading Inventory (RI) is a research-based reading assessment that measures reading comprehension using the Lexile Framework for Reading. The RI was introduced district-wide in 2011-12 as a screening assessment of reading levels for all non-Special Day Class (SDC) students in grades 2-12. There are two electronic administrations of the RI annually--at the beginning and end of the school year. Students receive a Lexile score, which indicates the grade level at which the student is reading.
Prior to adopting the RI, OUSD had no system-wide assessment that measured the reading level of all of our students, or that measured individual growth in reading levels over time. The SRI provides critical information about reading, which is key to student success in every content area.
The RI is administered using the Scholastic Achievement Manager (SAM). For anything related to SAM, please contact Cecilia Larkin, the Assessment Tools Manager.
staff data
Q. DOES THE DATA TEAM REPORT ON STAFF DATA?
Our team has traditionally reported only on student data, but in the 2013-14 school year, the Data Team formed a partnership with Human Resources to start the development of a comprehensive human capital data management system.Through improvements in technology and process, OUSD expects to greatly improve access to human capital data. For inquiries, please contact Jeanette Wickelgren on the Human Capital Analytics team.
Our team has traditionally reported only on student data, but in the 2013-14 school year, the Data Team formed a partnership with Human Resources to start the development of a comprehensive human capital data management system.Through improvements in technology and process, OUSD expects to greatly improve access to human capital data. For inquiries, please contact Jeanette Wickelgren on the Human Capital Analytics team.
suspension
Q. WHAT ARE SUSPENSIONS?
Suspensions in this case refer to out-of-school suspensions, not on-campus suspensions or office referrals that do not result in removing a student from school. The data for out-of-school suspensions are based on AERIES discipline records entered at school sites, which show an infraction code between 1 and 24 as the Primary Offense code. All California Department of Education discipline codes between 1 and 24 are reserved for out-of-school suspension records.
In Oakland, African American students in particular are suspended at a disproportionate rate. In the 2011-12 school year, for example, African American students made up 32% of all OUSD students, but were 63% of all OUSD students who were suspended. African American male students made up 16% of all OUSD students, but were 41% of all OUSD students who were suspended. All other ethnicity groups are underrepresented among suspended students as compared to their percentage of the overall OUSD enrollment. For example, in 2011-12, Latino students made up 38% of OUSD students, but were only 27% of the students who were suspended. Latino males made up 20% of OUSD students, and 19% of suspended students.
In October 2012, OUSD voluntarily adopted an Office of Civil Rights Agreement to Resolve OUSD’s disproportionate school discipline of African American students. This agreement is also referred to as the “Voluntary Resolution Plan.” By entering into this agreement, OUSD is committing to the transformation of school cultures in such a way that eliminates the disproportionate suspension and school discipline for African American students by the year 2017.
Although the focus is on eliminating disproportionality in school discipline for African American students, we want to reduce suspension rates across the board, and keep all students in the classroom engaged in learning. For elementary schools, the goal is to reduce suspensions to 1% of students or less for the school as a whole and for all groups of students. For secondary schools, the goal is to reduce suspensions to 5% of students or less for the school as a whole and for all groups of students.
Suspensions in this case refer to out-of-school suspensions, not on-campus suspensions or office referrals that do not result in removing a student from school. The data for out-of-school suspensions are based on AERIES discipline records entered at school sites, which show an infraction code between 1 and 24 as the Primary Offense code. All California Department of Education discipline codes between 1 and 24 are reserved for out-of-school suspension records.
In Oakland, African American students in particular are suspended at a disproportionate rate. In the 2011-12 school year, for example, African American students made up 32% of all OUSD students, but were 63% of all OUSD students who were suspended. African American male students made up 16% of all OUSD students, but were 41% of all OUSD students who were suspended. All other ethnicity groups are underrepresented among suspended students as compared to their percentage of the overall OUSD enrollment. For example, in 2011-12, Latino students made up 38% of OUSD students, but were only 27% of the students who were suspended. Latino males made up 20% of OUSD students, and 19% of suspended students.
In October 2012, OUSD voluntarily adopted an Office of Civil Rights Agreement to Resolve OUSD’s disproportionate school discipline of African American students. This agreement is also referred to as the “Voluntary Resolution Plan.” By entering into this agreement, OUSD is committing to the transformation of school cultures in such a way that eliminates the disproportionate suspension and school discipline for African American students by the year 2017.
Although the focus is on eliminating disproportionality in school discipline for African American students, we want to reduce suspension rates across the board, and keep all students in the classroom engaged in learning. For elementary schools, the goal is to reduce suspensions to 1% of students or less for the school as a whole and for all groups of students. For secondary schools, the goal is to reduce suspensions to 5% of students or less for the school as a whole and for all groups of students.