levels are. all this information is good information, but if we are centered on a gap, we should have a by race. >> i am sorry. let's save our questions unless it is something that needs clarifying. the question piece is for later. thank you. >> continuing with kc, the finished california exit exam. we are moving on to suspension. as you can see, the suspensions in the district have gone down in these last five years from 6.7% to 5.2%. we give all the credit to our restorative practices within the district. and to the board adopting its as

a solution. moving on to graduation and drop out spread when you look at the graduation and a drop out better, we compare san francisco unified to the state. you can see that we have a higher graduation rate than the state. and a smaller drop out rate than the state. this is for the 2009-2010 graduating class. these results uc are for the 2009 and 2010 graduating class. the web site is listed below. satisfaction surveys. this is one of the few districts that continues to give satisfaction surveys to all the stakeholders. students, family, staff, and administrators. beginning with grade 5, student satisfaction. what do students see?

the top three highest rated items on may 30-item survey. it is having friends in school, teachers tell me when i do not understand the lesson, and enjoying the sports library. they have raided days as the top three. to the grade 8 satisfy -- satisfaction survey. the three highest that eighth graders see is i have somebody at home that compares -- cares about me and supports me. i know about after-school and other extracurricular activities offered at my school. i have supportive and caring relationships with other students at my school. that is what came out this year. the previous year was the principal treating me and all

other students with respect. grade 11 student satisfaction survey. the topmost item, i have someone who cares about me and supports me. and they supportive and caring relationship for two years in a row. again, detailed satisfaction surveys are available and have a comparison for last year's. family satisfaction surveys, over 10,000 families responded. and they said the child enjoys going to school was the no. 1 both years. the teacher deals with me in a fair way and the school motivates my child to learn. the staff satisfaction survey,

the first two items were the same. the students have a caring relationship. the previous year, the teachers rated that my school worked together to improve teachers' and instructional practice. this last year, they said the third highest item. we did hold a data conference with each and every school district. >> i wanted to know whether this

third one that came out was on the survey or was that added. this is something you have not been asked before. this seems to reflect the practice we were using. >> we did not change a single item. last is the data conference results from our schools and when we look at [unintelligible] as well as parents representing us, -- they shared with us their success story. there did as success stories. i would encourage all of you to go to schools and ask them about their data success stories. i am going to recap.

i would love to list every single one of my schools. i knew i had a limitation of time. that is the reason i am listing only some schools. there are many more for each bullet we have. what did schools say contributed to their success? what did they say led to their success or were part of their success story? using formative assessments to inform instruction. when they said formative assessment it was broad. there were diagnostic assessments that schools gave. they also listed the districts and formative assessment. this year we have got the cle, the common learning

assessment. i wanted to look. it was 0.77, very high. on a scale of 0 to one for yearly. 0.7 billion mass districtwide. every -- at every assessment we could have predicted the results. schools that used formative assessment to inform the start -- instruction and have great structures that can share with others are e.r. taylor. there are many schools that have a lot of grade level planning' and use instructions to guide their delivery. these are the examples we stated. schools that have made a commitment to a balanced

literacy model with reading and writing focus against schools in the mission zone. the data for them is listed in parenthesis. the next page will tell you about schools. the show's intentionally. schools that had a focus. thi-- this shows intentionality. schools showed their focus on achieving the gap. there was harvey milk. you can see the subgroup had higher percentage increase in proficiency than the school itself. the subgroup had higher proficiency increase than the school itself in both subject areas.

the three schools you saw closing the achievement gap with their targeted students. the focus on -- schools said improving on the quality of their delivery to changing the time that eld is given professional development to monitoring the classes. these were lower in poll review. some great tools they had. there were others like mission that targeted el students' improvement in efficiency rates. in focus student approach.

these were schools that had very high percentages of students being proficient and advanced. there was a small number of students that were not at profession. these high performing schools then took an approach where they targeted an individual education plan for each of the students who had not yet reached proficiency. and achieved higher rates than they have ever had before. george peabody, sunset, and [unintelligible] where three schools that some successes. a vigorous and intense curriculum focus. the focus for the year was around reading. every child can read and can see the results with a 12.8% increase. new traditions focused their

attention on math. you saw a double-digit increase, as was the same with algebra. there was balboa and lincoln that focused around algebra and had successes. grade level collaboration and the practice of results -- that was cited by these five schools as having very good practices around results. monroe, tarkin, and chavez. six schools showed api games. at the district level, the w.i.s.e. program we mentioned

earlier. the grant for science and the successes, the decrease in suspension and restorative practices, and last, but not least, the support of area teams. the data coaching for elementary. you see how the results were supported. any questions? i am sure you have done. >> can i ask you real quick one? can you explain this again? i get the basic. is there wording that is missing here? is that this one? >> this was the academic performance index.

it is the state's indicator. you saw that every single -- there was an increase in the district's api. last school year, the increase was plus five. the api is now at 796 for the district. we missed 800 by four points. next year we will surely make the 800. i will send you the powerpoint so you can see it. it is just that one slide. commissioner maufas >> you saw from the first two bars are back. the base is what and the growth

is what? >> every single year, the state calculates a base. it tells you, this is your base and how much you grew. >> thank you. >> questions from the board. commissioner norton: i have two questions. the first one is one we discussed before, which is the increase in students taking the cma and the decrease in taking cst. i am personally concerned about that. i do not know about -- enough about what it does and does not measure. i can tell you there is a lot of suspicion out in the parent community that it does not

measure what -- is not equal to the cst and does not measure the same level of proficiency. i am wondering if there is any guidelines the state gives you on who should take the cma, what percentage of the caseload should be taking that, that is quite an alarming increase in the number of students taking that. >> john burke, there is eligibility requirements and there is some of that as related to accountability. a student has to -- it is only grades 3 through 11. second graders cannot take it because they have not had their base set yet. you have to be far below basic or below basic on the cst for

any previous year. from second grade on up on the cst, we could have scored profession or advance for two years on capa. that would be the eligibility for the students in there. >> that means -- i will add, there is a chicken and egg thing going here. when the federal government came up with the idea to have that level of test, it was referred to as the gap test for the 2% test which meant the kids who were not severely cognitively impaired and would not be taking the capa or alternate assessment, what ever state. we are not high enough to take the state level test. they were intending it to be a small percentage of kids with disabilities, but they were also assuming that most of those kids would be educated in the general

curriculum. in fact they required the kids who take the cma are on a standards based iep. we have a ways to go to get those kids into the general curriculum. a lot of them are in alternate curriculum in special ed settings. we need to move more of the kids into getting educated in the general curriculum and they will be successful, cmt. w -- on the cmt. >> i would like to see a reduction in the number of kids taking the cma. that seems too high and the increase is a light -- alarming. >> my second question is about the dropout rate. the drop out rate and graduation

rate. the dropout number seems mushy and it seems there is a million ways of calculating it. is this the state's official measurement? this is what we would say, what everybody all over california is using as the state's measurement? >> the state does calculate it in many different ways. this is a dropout rate for the group graduating in 2009-2010. for the group that graduated in 2009-2010, they went back and looked at how many were in -- enrolled in 2006-2007 in ninth grade and track them to see how many graduated, how many dropped out, and how many others, still

continuing. >> maybe you do not have enough credits to graduate so you need to go further. got it. >> i want to follow-up on that. >> do you have other questions? >> i want to follow-up on that. i want to know about where in the statistic, the ones to transfer -- in the statistics, where are the ones who transferred? we do not know where they went. even if they went to another school. some we know have gone somewhere else. where are they on this? >> to began with, we do need to talk about the fact that what has happened is drop out is to begin with a school reported variable. the school gives the code as to where the student is.

if the school has given the code transferred to another district in california, and cde cannot find that students in the database, the student is listed as drop out. if they do find it in the database, it is -- and the student graduates. dr. murase: i have two questions. i have to say while this is a positive story, 10th year of improving test scores, we're operating in funding crisis where the state is not funding

public education in the way they need to. i find it remarkable we're able to make these gains despite the fact that we're delivering a nine month school year and day -- in a seven month school year budget. the state has decided to spend $5,000 on a student when other states are spending three times as much. you do not want to make projections but i feel like we could be doing so much more, and we could be much more in the advanced category if the state were fully funding our public education system. with these positives, albeit incremental improvement, it is a testament to the hard work of our teachers. blood, sweat, and tears in a and

ferment that is not advocate -- adequate. the elephant in the room is one will california start funding public education adequately. i wondered how our district fares in terms of overall test scores among urban school districts. in the past we have been number one. san as a is pretty close. i wanted to see if you knew what that figure was? >> on the api, we are still among the top california districts. san diego beat us this time. there were 798. -- the they were 798. they continue to be among the

top in math. i think san diego had 1% higher. >>commissioner maufas: i dog eared a few pages. the first is for the cst out to our eighth grade. it was last year that we had our eighth graders taking algebra. when would you implement that? >> it is 83% of our eighth graders are now enrolled in algebra. we moved from 61 to 83%. >> even before then, we were going -- our statistics showed a downward trend.

is there an explanation for that? that downward trend before we decided to say, everybody needs to get in here? >> actually, it is by school. there are some schools that have had great success. we have had over 80% and 90% of students being proficient in algebra but as they give entry to more students and access to more students, i think the rate has fallen now to 67% to 70% in the schools. there is more access to breathable algebra. -- grade level algebra. commissioner maufas: on the graduation drop out, what is the other? you might have said it and we

missed it -- i missed it. >> students who are still enrolled in school, they have not graduated. commissioner maufas: thank you. and i th inink commissioner wyns asked about the survey. i am done. commissioner fewer: i thank you for this information. it is telling that we have work to do in math, when we look at algebra 2, 4.7% of african- americans proficient, down 5.2. we only had 9.9% before. is that what i am reading? obviously, they are not prepared. that is a little disappointing

there. also, every time i see this, it shocks me when i see that the percentage at or above purse -- proficient that are african americans do worse than students with disabilities percentage wise. i now to answer the question, -- lma did gain. we see that african-americans in math are second to last if you look at the second to the largest school district in 2 010. as we give more access, we have a lot of work to do. meaning that we have to make sure that they are successful

and the only reason i mention this is we have a graduation requirement in algebra 2. when i look at this, this could greatly affect our graduation rates. also, the lack of opportunity for some of our students. i think that it -- we should look at what other districts are doing. l.a., l.a. unified has implemented strong rti and why we are not doing that is something we need to work on. 10 times the size of us. their test scores are testing 10 times the amount of african- american students and yet, almost 10 percentage hunt -- points higher than we are.

i think while we are saying we have made gains in a horrible budget year, this is -- i feel like we to meet our strategic pn calls, but i think you for this information. it is always interesting, and it is always good to have a discussion in public about where students are and how close are we to closing hour gap, so thank you very much. president mendoza: any of their comments? commissioner -- any other comments? commissioner fewer? commissioner fewer: i would

really like to hear, is a possibility to have that slide put up again for english language, and then we can talk back and forth? thank you. for the english language arts, and we can talk back and forth between them, it is auyp for english language bards -- ayp for english language yards arts. the only ones passing the official line are asian and white, and if you look at the mathematics, same thing. so i guess i would like to