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Tri-City Students Score Above, Near State Average on Standardized Tests

Fremont Unified School District exceeded state averages and has the most students who score at or above their grade level.

Tri-City students are scoring near the state average in standardized English-Language Arts and math tests, according to test results released Friday morning.

Nearly 5 million students took the 2012 Standardized Testing and Reporting assessment, known as STAR last spring, and 57 percent of them scored proficient or better in English-language arts, up from 54 percent in 2011.

Fifty-one percent scored proficient or better in math, according to the California Department of Education.

Among the three school districts in Fremont, Newark and Union City, Fremont Unified has more students scoring at or above grade level in core subjects. Fremont Unified surpassed state averages in English and math by 20 percent.

Growth of proficiency in core academic subjects based on the test scores has continued throughout the state and region, according to the state Department of Education.

Below is a breakdown of test results of school districts within the Tri-Cities.

For :

  • A total of 77.9 percent of students tested scored at grade-level or higher in English-Language Arts.
  • A total of 71.1 percent of students tested scored at grade-level or higher in math.
  • A total of 78.1 percent of students tested scored at grade-level or higher in science.
  • A total of 66.6 percent of students tested scored at grade-level or higher in history.

For :

  • A total of 53.4 percent of students tested scored at grade-level or higher in English-Language Arts.
  • A total of 52.6 percent of students tested scored at grade-level or higher in math.
  • A total of 58.3 percent of students tested scored at grade-level or higher in science.
  • A total of 43.9 percent of students tested scored at grade-level or higher in history.

For :

  • A total of 56.1 percent of students tested scored at grade-level or higher in English-Language Arts.
  • A total of 44.2 percent of students tested scored at grade-level or higher in math.
  • A total of 62 percent of students tested scored at grade-level or higher in science.
  • A total of 39.8 percent of students tested scored at grade-level or higher in history.

See the full test results on the state Department of Education website here.  

Newark and New Haven school districts are close to matching the county’s average in test scores. Approximately 62 percent of Alameda County students scored proficient or advanced on the English-Language Arts test, while 55.3 percent scored at grade-level or higher in math.

For more information about the STAR Test results, visit http://preview.cde.ca.gov/star/star2012/

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Christen September 01, 2012 at 06:53 AM
Those Newark scores are HORRIBLE. These kids are sitting in a classroom for 6 hours a day, with someone teaching them to the test, and they still score low.
Rob Sorensen September 01, 2012 at 07:37 PM
The standard they measure to is clearly to low. There should be an exit exam from Jr High with the idea of remediation much earlier. The dropout phenomena could be potentially reduced and save so much time later for some young geniuses.
Jahboo September 01, 2012 at 11:21 PM
"The standard they measure to is clearly to low"...yep, too low.
Albert Rubio September 02, 2012 at 12:11 AM
Compare Ratio of Public School Jobs/Performance to Time Before Internet and Mobile Devices Here are some objective measures showing how substantially more money has not helped school performance. No district will undertake the measures necessary to trim budgets and operate efficiently and responsibly if they can simply get more from the public. Keep in mind the comparison is at a time when Computers, Internet and mobile devices were still in the future. The problems of a Socialized Governmnet Monopoly are Insoluble and the philosophy is antithetical to a voluntary and open society. "the public school workforce has grown 11 times faster than enrollment over the past 40 years. ... Despite hiring nearly 3 million more people and spending a resulting $210 billion more every year, achievement near the end of high school has stagnated in math and reading and actually declined slightly in science since 1970. The implications of these charts are tragic: the public school monopoly is warehousing 3 million people in jobs that appear to have done nothing to improve student learning. Our K-12 government school system simply does not know how to harness the skills of our education workforce, and so is preventing these people from contributing to our economy while consuming massive quantities of tax dollars. So what would hiring even more people into that system do for our economy…" http://www.cato-at-liberty.org/obama-vs-romney-on-public-school-jobs/
Albert Rubio September 02, 2012 at 06:00 AM
I think there are a great many fallacies in the notion of universal education. I believe we have largely lost the ability for free independent thought. For much of my life I had been scarcely aware how my opinions [and everyone else's] were contained within a narrow band of thought and understanding. ‎"It is often asserted that the poor man's failure in the competition of the market is caused by his lack of education. Equality of opportunity, it is said, could be provided only by making education at every level accessible to all. There prevails today the tendency to reduce all differences among various peoples to their education and to deny the existence of inborn inequalities in intellect, will power, and character. It is not generally realized that education can never be more than indoctrination with theories and ideas already developed. Education, whatever benefits it may confer, is transmission of traditional doctrines and valuations; it is by necessity conservative. It produces imitation and routine, not improvement and progress. Innovators and creative geniuses cannot be reared in schools. They are precisely the men who defy what the school has taught them." - Mises

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