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Ronald Reagan Presidential Library
Digital Library Collections
This is a PDF of a folder from our textual collections.
Collection: Reagan, Ronald: Gubernatorial Papers,
1966-74: Press Unit
Folder Title: [Education] - Profiles of School District
Performance, 1973-1974
Box: P34
To see more digitized collections visit:
https://reaganlibrary.gov/archives/digital-library
To see all Ronald Reagan Presidential Library inventories visit:
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Contact a reference archivist at: [email protected]
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PRESS
CAP
CALIFORNIA ASSESSMENT PROGRAM
PROFILES
of
SCHOOL
DISTRICT
PERFORMANCE
1973-74
Statewide Summary
CALIFORNIA STATE DEPARTMENT OF EDUCATION . Wilson Riles . Superintendent of Public Instruction - Secramento, 1974
CALIFORNIA ASSESSMENT PROGRAM
PROFILES
Of
SCHOOL
DISTRICT
PERFORMANCE
1973-74
Statewide Summary
Prepared by the
OFFICE OF PROGRAM EVALUATION AND RESEARCH
California State Department of Education
This publication, which was edited and prepared for photo-offset
production by the Bureau of Publications, California State Depart-
ment of Education, was published by the Department, 721 Capitol
Mall, Sacramento, California 95814, and distributed under the pro-
visions of the Library Distribution Act.
1974
Contents
Summary of State Results
1
Introduction
3
Results of Reading Achievement Testing, Grades Two and Three
5
Results of Achievement Testing, Grades Six and Twelve
13
List of Tables
Table 1 Comparison of Performance of 295,821 California Public
School Pupils on the Reading Test to Estimated National
Norms, 1973-74, Grade Two
8
Table 2 Comparison of Performance of 306,901 California Public
School Pupils on the Reading Test to Estimated National
Norms, 1973-74, Grade Three
9
Table 3 Percentile Ranks of Publishers' National Sample and
Estimated California Percentile Rank Based on Pupil
Performance on the Reading Test, 1973-74
10
Table 4 Statewide Standardized Test Results, California Public
Schools, 1965-66 Through 1973-74: Reading Achievement
Tests, Grade Two
11
Table 5 Statewide Standardized Test Results, California Public
Schools, 1965-66 Through 1973-74: Reading Achievement
Tests, Grade Three
13
Table 6 Statewide Standardized Test Results, California Public
Schools, 1969-70 Through 1973-74: Achievement Tests,
Grade Six
17
Table 7
Statewide Standardized Test Results, California Public
Schools, 1969-70 Through 1973-74: Achievement Tests,
Grade Twelve
18
iii
Summary of State Results
The statewide testing program was substantially revised by the Cali-
fornia Legislature in 1972. Implementation of the new program will be
completed during the 1974-75 school year. The first part of the program
became operational in 1973-74 with the administration of the new Reading
Test in grades two and three; 295,821 pupils in grade two and 308,901 in
grade three took the test in May, 1974. The Comprehensive Tests of Basic
Skills were administered to 336,054 students in grade six, and the Iowa
Tests of Educational Development were administered to 252,326 students in
grade twelve. Both of these tests, administered for the last time in
October, 1973, will be replaced by new state-developed tests during the
1974-75 school year.
The 1973-74 results of the Reading Test for grades two and three
showed little change in pupil performance from previous years. Second and
third grade pupils in California's public schools continued to score above
the national norms. Higher achieving students in 1973-74 had slightly
higher scores than the 1972-73 high achieving students, while lower achieving
students in 1973-74 had slightly lower scores than the low achieving pupils
of 1972-73.
Under the revised testing program, a great deal more information will
be available to the Department of Education to use in evaluating and improv-
ing instructional programs. A considerable amount of additional time and
effort must be devoted to data analysis before any useful trends in pupil
1
performance and relationships among the data and other factors can be
confirmed. However, a preliminary analysis has yielded the following ten-
tative findings:
1. Pupils in small-to-medium sized schools scored higher than pupils
in very small and large schools.
2. Pupils who attended suburban schools scored higher than pupils in
both rural and urban schools.
3. Pupils whose parents were employed in professional fields scored
higher than pupils whose parents were employed in skilled and
semiskilled occupations.
4. By and large, pupils who had attended preschools scored higher than
those who had not.
5. Pupils who have always attended the same school scored higher than
pupils who were more mobile. However, these differences virtually
disappeared when socioeconomic status and ethnic group membership
were taken into account.
The 1973-74 results of achievement testing for students in grades six
and twelve showed a slight decline in reading, language, and spelling scores
at both grade levels when compared to the scores from 1972-73. Achievement
test scores in mathematics remained at the same level as the 1972-73 results.
In all areas California students in grades six and twelve continued to score
below the publishers' national norms.
2
Introduction
The 1973-74 statewide testing program had its foundation in two legis-
lative acts: (1) the California School Testing Act of 1969, a revision of
a 1961 law which first required an intelligence and achievement testing
program in the public schools; and (2) the Miller-Unruh Basic Reading Act,
which originally required reading tests in grades one, two, and three. The
testing program was revised by 1972 legislation, and as a result, the Cali-
fornia statewide testing program has undergone major changes.
One of the fundamental changes provided by this legislation was the
development of tests specifically designed for schools in California.
There were several reasons why this change was desirable. The primary reason
was that, since tests are based on certain objectives, the use of nationally
published testing instruments gave California's citizens little control in
determining the objectives to be assessed. The state-developed tests, on
the other hand, have been designed to focus on objectives selected by a
large number of California educators.
A second important reason for changing the test was that commercially
available tests were intended for assessment of individual pupil achievement,
not for statewide assessment. A test ideally suited for statewide assess-
ment differs considerably from one used for individual pupil assessment;
that is, a statewide test should cover a broader range of objectives and
should, therefore, be much longer than a commercially available test designed
3
for pupil assessment. However, since accurate group assessments can be made
with only a little information from each pupil, it should take less testing
time per pupil.
These two seemingly antithetical requirements that is, that the test
be longer and yet take less testing time per examinee--are met simultaneously
through the use of a testing scheme called multiple matrix sampling. Using
multiple matrix sampling procedures, all pupils are tested but each pupil
takes only a small part of the whole test. Thus, under this procedure it is
possible to get much more information about program achievement at considerable
savings in costs and testing time. For example, the Reading Test developed
by the Department of Education for use in assessment of reading achievement
in grades two and three during the school year 1973-74 contained over four
times as many items as the Cooperative Primary Reading Test used during the
1972-73 school year and yet required less administration time per pupil.
Because it was considered desirable to compare the progress of California
pupils in relation to national norms, the Reading Test was constructed from
several widely used commercially available tests, including the Cooperative
Primary Reading Test, the Comprehensive Tests of Basic Skills, and the
Stanford Reading Test. Thus, it was possible to estimate what the performance
of California's pupils would have been if they had taken any one of these tests.
4
Results of Reading Achievement Testing
Grades Two and Three
Comparison of California Results to National Norms
Because the Reading Test is designed for use specifically in California
and no pupil outside the state has taken the exam, a direct comparison of
the progress of California pupils in relation to national norms is not
possible. However, because the Reading Test is composed of items drawn
from a variety of nationally normed tests, it is possible to estimate
(1) how pupils in a national sampling would have done if they had taken the
Reading Test; and (2) how California pupils would have done if they had
taken one of the commercially available tests. The first type of estimate
is done by a comparison of item difficulty values; the second is done by
the use of a technique called equating.
Comparison to Estimated National Norms: Use of Item Difficulty Values
The proportion of examinees who answer a test item correctly is called
the difficulty level, or p-value, of that item. The estimated mean score on
a test is the sum of the p-values of the items which comprise the test.
Because information is available from publishers concerning the national
p-values on the items in the Reading Test, it was possible to estimate the
percent of items that students nationwide would have been able to answer
correctly. These results, together with their comparison to the actual
scores obtained on the Reading Test by California pupils, are presented
in Tables 1 and 2.
5
Tables 1 and 2 illustrate that, in general, pupils in California scored
higher on the Reading Test than did the estimated national norms group.
These results were true for the total test score and for three of the four
major subtests at both grade levels. California pupils scored considerably
higher than the estimated national group in the reading skill areas of phonetic
analysis, relational vocabulary, and comprehension of literal details, and the
California group scored lower in the areas of structural analysis, denotative
vocabulary, and study locational skills.
Comparison to National Norms: Use of Results of Equating Study
In a study conducted by the California State Department of Education,
the total score results of the Reading Test were equated to three nationally
normed tests: the Cooperative Primary Reading Test, the reading subtest of
the Comprehensive Tests of Basic Skills, and the Stanford Reading Test.
The results of this study made it possible to estimate how California's
pupils would have scored if they had taken any one of the three national
tests.
Table 3 illustrates that the quartile scores achieved by California
pupils surpassed the publishers' norms for all three commercially
available tests with one exception- that of the 25th percentile in grade three
on the Cooperative Primary Reading Test.
Comparison of 1973-74 California Results to Previous Years' Results
The 1973-74 Reading Test results, equated to the Cooperative Primary
Reading Test, are displayed graphically in Tables 4 and 5, together with
the results of previous years' reading test results. Although reading
6
achievement has improved each year for the past eight years, that trend
appears to have leveled off; scores for 1973-74 were roughly equal to those
achieved in 1972-73. In both grades the scores at the third quartile rose
slightly, but a small decline occurred at both the first quartile and
the median.
7
Table 1
Comparison of Performance of 295,821 California Public School Pupils on the
Reading Test to Estimated National Norms, 1973-74, Grade Two
Mean percent of items answered correctly
Number
of
Content area
Estimated
items
California
national
Difference
pupils
norms*
Word Identification
52
77.82
77.25
.57
Sight words
18
87.19
86.33
.86
Phonetic analysis
17
82.80
77.47
5.33
Consonants
86.78
82.50
4.28
Vowels
72.63
61.25
11.38
Structural analysis
17
62.94
67.41
-4.47
Vocabulary
60
65.15
61.38
3.77
Denotation
21
67.21
73.24
-6.03
Relational
39
64.17
55.00
9.17
Synonyms
64.86
54.79
10.07
Comprehension
80
58.59
53.93
4.66
Literal
50
57.06
52.62
4.44
Details
60.27
53.75
6.52
Main idea
48.49
45.60
2.89
Interpretive
30
58.20
56.10
2.10
Details
58.77
57.92
.85
Main idea
54.57
53.11
1.46
Cause and effect
57.61
54.00
3.61
Study Location
20
73.59
76.10
-2.51
Total
212
66.58
63.85
2.73
*
Estimated national norms were developed by averaging the item p-values for
the items chosen from publishers' tests to construct the Reading Test.
8
Table 2
Comparison of Performance of 306,901 California Public School Pupils on the
Reading Test to Estimated National Norms, 1973-74, Grade Three
Mean percent of items answered correctly
Number
of
Content area
Estimated
items
California
national
Difference
pupils
norms*
Word Identification
52
86.73
86.54
.19
Sight words
18
94.38
95.06
-.68
Phonetic analysis
17
88.28
84.59
3.69
Consonants
92.70
88.42
4.28
Vowels
80.85
71.50
9.35
Structural analysis
17
76.58
79.47
-2.89
Vocabulary
60
81.00
80.45
.55
Denotation
21
83.74
87.48
-3.74
Relational
39
79.45
76.67
2.78
Synonyms
80.49
77.06
3.43
Comprehension
80
73.93
72.04
1.89
Literal
50
71.89
71.36
.53
Details
75.51
72.25
3.26
Main idea
65.00
66.40
-1.40
Interpretive
30
73.56
73.17
.39
Details
74.53
75.33
-.80
Main idea
70.54
69.78
.76
Cause and effect
72.48
71.75
.73
Study Location
20
86.07
90.45
-4.38
Total
212
80.21
79.71
.50
*
Estimated national norms were developed by averaging the item p-values for
the items chosen from publishers' tests to construct the Reading Test.
9
Table 3
Percentile Ranks of Publishers' National Sample and Estimated California
Percentile Rank Based on Pupil Performance
on the Reading Test, 1973-74
Test to which
Percentile rank, according to grade level
Reading Test results
Grade two
Grade three
were equated
Q1
Q2
23
Q1
Q2
Q3
Cooperative Primary Reading Test
Publisher's norms
25
50
75
25
50
75
California results
29*
53
86
24
52
75
Comprehensive Tests of Basic
Skills
Publisher's norms
25
50
75
25
50
75
California results
34
55
80
27
57
81
Stanford Reading Test
Publisher's norms
25
50
75
**
**
**
California results
26
54
80
**
**
**
*
This value should be interpreted as follows: A pupil who scored at the 25th
percentile on the distribution of California results was estimated to be at
the 29th percentile on the publisher's distribution of pupil scores.
**
Results of the equating study for the Stanford Reading Test, grade three,
are not available.
10
Table 4
Statewide Standardized Test Results, California Public Schools, 1965-66 Through 1973-74
Reading Achievement Tests, Grade Two
COOPERATIVE PRIMARY READING TEST
STANFORD READING TEST
Actual
Estimated
b
Year administered
1965-66
1966-67
1967-68
1968-69
1969-70
1970-71
1971-72
1972-73
1973-74
Number of pupils tested
314,646
318,529
329,021
337,151
345,586
332,517
332,019
312,754
33,007
A. Interquartile range (25th, 50th, and 75th percentile scores) compared to publishers' normsᵃ
Publisher's percentile rank
Middle 50 percent of
75
California pupil scores
50
25
11
B. Publisher's percentile ranks and grade equivalents of state quartile scores (25th, 50th, and 75th percentile)
75th Percentile (State Q3)
State Raw Score
55.3
56.6
57.1
58.3
59.3
34.4
35.4
35.7
36.2
Publisher's Percentile Rank
60
64
64
66
68
70
73
76
76
Publisher's Grade Equivalent
3.0
3.1
3.1
3.2
3.2
3.5
3.6
3.7
3.7
50th Percentile (State Q2)
State Raw Score
37.6
39.3
39.7
41.7
42.6
26.6
27.8
28.2
27.9
Publisher's Percentile Rank
28
30
32
36
38
50
53
53
53
Publisher's Grade Equivalent
2.5
2.5
2.5
2.6
2.6
2.8
2.9
2.9
2.9
25th Percentile (State Q1)
State Raw Score
23.7
24.8
25.1
26.4
26.5
20.3
21.1
21.3
21.2
Publisher's Percentile Rank
6
7
7
8
10
25
29
29
29
Publisher's Grade Equivalent
1.9
1.9
1.9
1.9
2.0
2.1
2.2
2.2
2.2
a The three broken horizontal lines indicate the publisher's 75th, 50th, and 25th
ᵇThe 1973-74 results are estimated from a one-ninth systematic sample of Reading
percentiles. The shaded columns represent the middle 50 percent of the test scores
Test scores. An equating study performed by the Department of Education allows
of California pupils in grade two. The top of each column represents the 75th
scores on the Cooperative Primary Reading Test to be estimated from results
percentile for the California pupils, the bottom represents the 25th percentile score,
obtained on the Reading Test.
and the break in the middle of the column represents the 50th percentile score.
These data are presented in numerical form in Part B of this exhibit.
Table 5
Statewide Standardized Test Results, California Public Schools, 1965-66 Through 1973-74
Reading Achievement Tests, Grade Three
COOPERATIVE PRIMARY READING TEST
STANFORD READING TEST
Actual
Estimated
Year administered
1965-66
1966-67
1967-68
1968-69
1969-70
1970-71
1971-72
1972-73
1973-74ᵇ
Number of pupils tested
313,380
319,903
329,447
347,410
336,845
334,644
329,187
34,501
A. Interquartile range (25th, 50th, and 75th percentile scores) compared to publishers' norms³
Publisher's percentile rank
75
Middle 50 percent of
California pupil scores
50
25
12
B. Publisher's percentile ranks and grade equivalents of state quartile scores (25th, 50th, and 75th percentile)
75th Percentile (State Q3)
State raw score
75.1
75.3
75.7
75.8
75.6
42.6
42.7
42.9
Publisher's percentile rank
56
56
60
60
60
75
75
75
Publisher's grade equivalent
4.1
5.1
4.2
4.2
4.2
4.3
4.3
4.3
50th Percentile (State Q2)
State raw score
61.9
62.2
63.1
63.4
63.6
37.5
37.6
37.5
Publisher's percentile rank
34
34
36
36
38
52
52
52
Publisher's grade equivalent
3.4
3.4
3.4
3.4
3.5
3.8
3.8
3.8
25th Percentile (State Q1)
State raw score
44.4
44.9
46.2
46.6
47.1
30.4
30.7
30.1
Publisher's percentile rank
12
12
13
13
13
24
27
24
Publisher's grade equivalent
2.7
2.7
2.7
2.8
2.8
2.9
3.0
2.9
a The three broken horizontal lines indicate the publisher's 75th, 50th, and 25th
ᵇThe 1973-74 results are estimated from a one-ninth systematic sample of Reading
percentiles. The shaded columns represent the middle 50 percent of the test scores
Test scores. An equating study performed by the Department of Education allows
of California pupils in grade three. The top of each column represents the 75th
scores on the Cooperative Primary Reading Test to be estimated from results
percentile for the California pupils, the bottom represents the 25th percentile score,
obtained on the Reading Test.
and the break in the middle of the column represents the 50th percentile score.
These data are presented in numerical form in Part B of this exhibit.
Results of Achievement Testing
Grades Six and Twelve
Pupils in grades six and twelve were tested in the fall of 1973, as
required by the California School Testing Act of 1969. Pupils were admin-
istered achievement tests in the basic skills. Aptitude testing is no longer
a requirement of the state testing program because of amendments to the
state testing law passed at the 1972 session of the Legislature.
Grade six achievement test scores in 1973-74 were, in general, lower
at all three quartile points than they were in 1972-73. Only in arithmetic
did the average (median) score remain the same. Most of the decreases,
however, were not large enough to affect the percentile rank or the grade
equivalent. The one exception was in language.
Grade twelve achievement test scores exhibited the same pattern as sixth
grade scores, with lower scores in all areas except arithmetic. The largest
decrease was in the area of language (expression). The lower scores were
reflected in percentile rank decreases in language (expression).
Background of the Testing Program
In accordance with the requirements of the California School Testing
Act of 1969, the State Board of Education has established a statewide testing
program involving pupils in grades six and twelve. This testing is designed
to provide annual measures of achievement in the basic skills. Since the
1969-70 school year, the achievement tests designated by the State Board
13
of Education to be administered in the fall in these grades are as follows:
Grade Six:
Comprehensive Tests of Basic Skills (CTBS)
Grade Twelve:
Iowa Tests of Educational Development (ITED)
Both of these batteries of tests provide measurements of pupil achievement
in reading, language, spelling, and arithmetic. However, these tests will
not be administered again for the state testing program, because new tests
are being developed to assess basic skills, as required by 1972 amendments
to the Education Code. The new tests will be administered in the 1974-75
school year.
Results of Testing
The results of the achievement testing in 1973-74 are presented in
summary form in Table 6 for grade six and in Table 7 for grade twelve.
Corresponding data for the four previous years are also included. In the
last three years, the tests have been administered in October. In the first
two years, they were administered in November.
In the tables raw scores for the 25th, 50th, and 75th percentiles are
given, and these scores are compared with the publishers' percentile rank and
grade equivalent norms. A raw score is the number of test questions answered
correctly. The percentile rank indicates the percent of pupils in the pub-
lisher's norm group that scored below a given raw score point. A grade
equivalent score indicates the grade placement of the average pupil in the
publisher's norm group who achieved a given raw score value.
Grade Six Results
Test scores for pupils in grade six in 1973-74 remained the same as
those in 1972-73 or, in some cases, were lower; the scores are below the
14
publishers' norms for both years. The slight decreases in raw score points
were not reflected in changes in percentile rank and grade-equivalent scores
except in the area of language. Findings in each of the test areas are as
follows:
Reading - At the median a .1 raw score decrease did not change the
percentile rank or the grade equivalent, nor did the .1 decrease
at the first quartile.
Language A .5 decline at the median was reflected in a decrease in
percentile rank from 39 to 37 and the grade equivalent from 5.4 to
5.3. The .8 raw score decrease at the first quartile was reflected
in a one point decrease in percentile rank and one month in grade
equivalent, while the .3 decrease at the third quartile resulted
in a three point decrease in percentile rank and a one month loss
in grade equivalent.
Spelling - The .2 decrease in raw score at the median, the .2 decrease
at the third quartile, and the .4 decrease at the first quartile did
not result in any changes in percentile rank or grade equivalent.
Arithmetic - There was no change in test score at the median, and the
.1 decrease at the first quartile did not affect the percentile rank
or the grade equivalent.
Grade Twelve Results
Because the publisher of the Iowa Tests of Educational Development
does not provide grade-equivalent scores, the discussion of grade twelve
results will be limited to raw scores and percentile ranks. The scores of
California pupils were lower than the scores of the publisher's norm group.
As with the grade six scores, the greatest change between 1972-73 and 1973-74
15
scores occurred in the language (expression) subtest where the .9 raw score
drop at the median moved the percentile rank from 36 to 34, the .6 decline
at the first quartile was. reflected in a one point decrease in percentile
rank, and the .9 decline at the third quartile caused a three point decline
in percentile ranks. Findings in each of the score areas are given below:
Reading - The slight declines at all three quartile points did not
change the percentile rank. At the median the raw score changed
from 20.2 to a score of 20.1 and was not reflected in a change in
the percentile rank.
Expression - The changes of greatest magnitude occurred in expression
(language). There was a decrease of .9 raw score points at the
median and a decrease in percentile rank from 36 to 34 at the
first quartile, the .6 drop moved the percentile rank down by one
point, and the .9 drop at the median changed the percentile rank from
57 to 54.
Spelling - Although there was a .2 decrease at the median and a .1
decrease at the third quartile, there was no change in the percentile
rank. The .1 decline at the third quartile dropped the percentile
rank. It should be noted that large changes occur in percentile
rank in spelling because of the limited number of items on the test.
Mathematics - Mathematics (quantitative) scores did not change at
the median. The .1 increase at the first quartile moved the percentile
rank up from 20 to 25. The .1 decrease at the third quartile was
not reflected in a change of percentile rank.
16
Table 6
Statewide Standardized Test Results, California Public Schools, 1969-70 Through 1973-74
Achievement Tests, Grade Six
COMPREHENSIVE TESTS OF BASIC SKILLS, Form Q, Level 2
Reading
Language
Spelling
Arithmetic
Year administered
1969-70
1970-71
1971-72
1972-73
1973-74
1969-70
1970-71
1971-72
1972-73
1973-74
1969-70
1970-71
1971-72
1972-73
1973-74
1969-70
1970-71
1971-72
1972-73
1973-74
Number of pupils tested
328,754
333,734
341,035
342,946
336,054
327,059
331,766
338,749
340,320
332,568
327,273
332,601
339,432
341,228
333,001
326,901
331,609
339,244
340,778
333,972
A. Interquartile Ranges (25th, 50th, and 75th Percentile Scores) Compared to Publishers' Normsᵃ
Publisher's percentile rank
75
Middle 50 percent of
California pupil scores
50
17
25
B. Publishers' Percentile Ranks and Grade Equivalent Scores of the State Quartile Scores (25th, 50th, and 75th Percentiles)
75th Percentile (State Q3)
State raw score
71.8
71.4
70.5
70.6
70.6
68.4
67.9
66.5
66.7
66.4
25.7
25.7
25.5
25,4
25.2
84.8
83.2
81.5
81,6
81.6
Publisher's percentile rank
74
72
72
72
72.
68
68
65
65
62.
73
73
73
64
64.
74
68
65
65
65.
Publisher's grade equivalent
7.6
7.4
7.4
7.4
7.4
7.2
7.2
7.0
7.0
6.9
7.5
7.5
7.5
7.0
7.0
7.3
6.9
6.8
6.8
6.8
50th Percentile (State Q2)
State raw score
61.7
61.2
59.8
60.0
59.9
58.3
57.5
55.5
55.6
55.1
22.6
22.5
21.9
21.8
21.5
74.9
72.6
69.8
70.2
70.2
Publisher's percentile rank
48
46
44
44
44.
43
43
39
39
37.
49
49
42
42
42.
47
43
38
38
38.
Publisher's grade equivalent
6.0
5.8
5.7
5.7
5.7
5.7
5.7
5.4
5.4
5.3
6.0
6.0
5.6
5.6
5.6
5.9
5.8
5.5
5.5
5.5
25th Percentile (State Q1)
State raw score
45.7
45.3
43.7
44.3
44.2
44.3
43.2
41.0
41.2
40.4
17.6
17.3
16.4
16.3
15.9
58.9
56.1
52.9
53.6
53.5
Publisher's percentile rank
24
23
21
21
21.
21
19
17
17
16.
22
19
16
16
16.
24
21
18
19
19.
Publisher's grade equivalent
4.5
4.4
4.3
4.3
4.3
4.3
4.2
4.1
4.1
4.0
4.6
4.3
4.1
4.1
4.1
4.8
4.7
4.5
4.6
4.6
a The three broken horizontal lines indicate the publishers' 75th, 50th, and 25th percentiles. The shaded columns
the 75th percentile score for the California pupils, the bottom represents the 25th percentile score, and the break
represent the middle 50 percent of the test scores of California grade six pupils. The top of each column represents
in the middle of the column represents the 50th percentile score,
Table 7
Statewide Standardized Test Results, California Public Schools, 1969-70 Through 1973-74
Achievement Tests, Grade Twelve
IOWA TESTS OF EDUCATIONAL DÉVELOPMENT, Form X-4
Reading
Expression
Spelling
Quantitative
Year administered
1969-70
1970-71
1971-72
1972-73
1973-74
1969-70
1970-71
1971-72
1972-73
1973-74
1969-70
1970-71
1971-72
1972-73
1973-74
1969-70
1970-71
1971-72
1972-73
1973-74
Number of pupils tested
234,478
247,311
261,510
251,063
251,355
230,820
246,781
260,812
249,847
249,602
228,140
241,363
252,654
243,873
242,310
234,706
248,853
262,400
252,778
252,326
A. Interquartile Ranges (25th, 50th, and 75th Percentile Scores) Compared to Publishers' Normsᵃ
Publisher's percentile rank
75
18
Middle 50 percent of
50
California pupil scores
25
B. Publishers' Percentile Ranks and Grade Equivalent Scores of the State Quartile Scores (25th, 50th, and 75th Percentiles)
75th Percentile (State Q3)
State raw score
29.8
29.4
28.8
28.1
27.9
50.8
49.8
48.4
47.3
46.4
11.1
11.0
10.7
10.5
10.4
19.0
18.7
18.4
18.3
18.2
Publisher's percentile rank
74
71
71
67
67.
68
65
60
57
54.
72
72
72
72
63.
77
77
74
74
74.
50th Percentile (State Q2)
State raw score
21.5
21.2
20.8
20.2
20.1
40.8
39.9
38.6
37.5
36.6
8.2
8.1
7.8
7.7
7.5
13.2
12.9
12.8
12.6
12.6
Publisher's percentile rank
52
49
49
47
47.
42
40
38
36
34.
47
47
47
47
47.
48
48
48
48
48.
25th Percentile (State Q1)
State raw score
15.4
15.1
14.9
14.6
14.5
30.3
29.6
28.6
27.7
27.1
5.4
5.3
5.2
5.0
4.9
8.8
8.6
8.5
8.4
8.5
Publisher's percentile rank
24
24
24
24
24.
22
22
21
19
18.
26
26
26
26
26.
25
25
25
20
25.
a The three broken horizontal lines indicate the publishers' 75th, 50th, and 25th percentiles. The shaded columns
represents the 75th percentile score for the California pupils, the bottom represents the 25th percentile score, and
represent the middle 50 percent of the test scores of California grade twelve pupils. The top of each column
the break in the middle of the column represents the 50th percentile score.
74-77 DE 6962 10-74 1,700