Frequently Asked Questions
Academic Performance Index (API)

What is the Academic Performance Index (API)?
The API is a number, ranging from 200 to 1,000, that reflects school and subgroup academic performance, based on the results of state tests. The purpose is to measure and report the academic success and growth of California’s schools and districts. It also requires subgroup accountability to address the achievement gaps that exist between higher and lower scoring student subgroups.

Why are there two reports for API (Base and Growth)?
Each reporting cycle begins with a Base API. The Base API is calculated using the test results of the previous year and the Growth API is calculated using the test results of the current year. For example, the 2010 Base API will be calculated using results of statewide testing from spring 2010 and the 2011 Growth API will be calculated using results of statewide testing from spring 2011. The Base API report are generally released by April and sets targets for schools and subgroups. The subsequent spring test results are then used to determine whether sites met their target as set in the Base API reports. This will show school and subgroup growth from one year to the next. Any changes in the API calculations, such as adding a new assessment, will first be included in Base API. Therefore, the calculation methods for the Base API might not be the same across years. However, the Base API and Growth API within a reporting cycle must use the same calculation methods.

Why are all my targets 5?
Each school and subgroup growth target is set at 5% of the difference between the school and subgroup’s Base API for that year and the state’s current performance target of 800. However, to ensure meaningful gains, the state set a target of 5 for Base APIs between 691 – 795 and targets of less than 5 to meet the goal of 800 for those APIs between 796 – 799.

What is the minimum subgroup size (“numerically significant”)?
A numerically significant subgroup is defined as 100 or more students with valid STAR scores or 50 or more students with valid STAR scores who make up at least 15 percent of the total valid STAR Program scores in a school. A subgroup must be numerically significant in both the Base year and Growth year in an API reporting cycle to have subgroup growth and target information.

How come I have an API calculated for English Learner (EL) subgroup when I have fewer students than the numerically significant definition?
Both EL and Reclassified fluent-English-proficient (R-FEP) students who have not scored proficient or above on the CST in ELA three times since reclassification, are included in the API calculation when determining whether the EL subgroup meets the minimum subgroup size to be numerically significant.

What is the Assignment of 200?
The state adopted a method to account for students who do not take end-of-course CSTs in mathematics and science. The “assignment of 200” assigns the lowest value of 200 points (equivalent to far below basic) when calculating a school or subgroup API in instances where the student did not take one of these tests. The state later adjusted the contributions of the non-test taker “assignment of 200” to be lower than students who tested and scored far below basic. For example, for math, a test weight of 0.10 is used in the calculation for the non-test taker instead of a test weight of 0.32 for grade eight, or 0.20 for grades nine through eleven for students who tested but scored far below basic.

How are grade 8 and 9 student results affected by taking the CST General Mathematics?
The General Mathematics Standards Test is given to any student in grade eight or nine who does not take one of the course specific mathematics tests (Algebra I, Geometry, Algebra II, etc.). The CST in general mathematics is based on state content standards for grades six and seven. To account for the difference in grade-level standards, the API calculation is adjusted. This is done by lowering the API points by one performance level for a grade eight student and two performance levels for a grade nine student.

Which students are included in the API calculation?
Students who are continuously enrolled at your site at the time of CBEDS are included in the API calculation.

How are CMA and CAPA tests takers factored into the API calculation?
The performance level the student received on the CMA and CAPA (far below basic, below basic, basic, proficient, or advanced) is the level that is included in the API calculation.

How is CAHSEE factored into the API calculation?
The number of students who passed the English Language Arts (ELA) and/or Math portion of the exam is factored into the API calculation for high schools. Passers get the same score as “advanced” and non passers get “far below basic.” The test weight for both the ELA and Math is 9.6%, respectively.

What is the new subgroup Two or More?
Students who are not Hispanic and report multiple primary or secondary ethnicities (in the categories of African American, American Indian, Asian, Filipino, Pacific Islander, or White) would be categorized as “Two or More Races.”

How can a site be high performing for API and not make AYP?
Although a site could have high API growth and/or performance, it could fall short on participation rate, percent proficient, or graduation rate targets and not make AYP. This is because criteria for API and AYP are different. The API measures a school’s academic growth from one year to the next. A school and its numerically significant subgroups must meet API growth targets annually. Each school has its own unique API targets. To meet AYP, a school and its subgroups must meet uniform performance targets annually.