Skip to main content
California Department of Education CA Dept of Education

College/Career Levels and Measures Report & Data - 2018

 

Conservatory of Vocal/Instrumental Arts High (Oakland, CA)

Oakland Unified

View other reports for this School
Download Data
Select Year/Report:

Overview:

The College/Career Indicator (CCI) is based on the students in the graduation rate. For comprehensive high schools, the four-year graduation cohort is used. For Dashboard Alternative School Status (DASS) schools, the DASS grade 12 graduation rate is used. The CCI includes both college and career measures to evaluate how well districts and schools are preparing students for success after high school. (Note: For LEAs serving both comprehensive and DASS high schools, their CCI is based on both the four-year graduation cohort and DASS graduation rate.) For the 2018 Dashboard, the Class of 2018 data was used as Status.

This report displays the number and percent of graduates who met each of the measures in the CCI Prepared and Approaching Prepared Levels. Students can meet more than one measure in each CCI level. As a result, the tables contain duplicative counts.

More information on the CCI measures is provided in the Dashboard Technical Guide located on the California School Dashboard and System of Support Web page.

The following symbols are used throughout this report:

  • A double dash (--) is used when a student group is not represented in the graduation cohort (i.e., the denominator of the student group is zero).
  • A zero (0) is used when there are no students in the numerator of the calculated percentage.
  • An asterisk (*) indicates that the student group consists of 1-10 students which is below the minimum size for any reporting.

Students in the Four-Year Cohort or DASS graduation rate by Student Group

CohortAll StudentsAfrican AmericanAmerican IndianAsianFilipinoHispanicPacific IslanderWhiteTwo or More RacesEnglish LearnersSocioeconomically DisadvantagedStudents with DisabilitiesFoster StudentsHomeless Students
Cohort Totals1811--1--6--------161----

Percentage of Students by CCI Level for each Student Group

CCI LevelAll StudentsAfrican AmericanAmerican IndianAsianFilipinoHispanicPacific IslanderWhiteTwo or More RacesEnglish LearnersSocioeconomically DisadvantagedStudents with DisabilitiesFoster StudentsHomeless Students
Percentage Prepared61.1%63.6%--*--*--------56.3%*----
Percentage Approaching Prepared16.7%18.2%--*--*--------18.8%*----
Percentage Not Prepared22.2%18.2%--*--*--------25.0%*----
The four-year cohort and/or DASS graduation rate is used as the denominator to calculate the percentages.

Number and Percent of Prepared Students In the Cohort by Race/Ethnicity and Program Participation

Student Group - PreparedPercent Prepared# Students Prepared
All Prepared Students100.0%11
African American63.6%7
American Indian or Alaska Native----
Asian**
Filipino----
Hispanic**
Two or More Races----
Native Hawaiian or Pacific Islander----
White----
English Learners----
Socioeconomically Disadvantaged81.8%9
Students with Disabilities**
Foster Youth----
Homeless----
African American (63.6%) * Not Reported (36.4%) African American (63.6%) * Not Reported (36.4%)
Pie Chart of Percent of Prepared English Learners Pie Chart of Percent Prepared for Socio-economically Disadvantaged Students Pie Chart of Percent Prepared for Socio-economically Disadvantaged Students Pie Chart of Percent Prepared for Students with Disabilities Pie Chart of Percent Prepared for Foster Youth Pie Chart of Percent Prepared for Homeless
The total number of prepared students is used as the denominator to calculate the percentages in the above table and graphs.

How Students Met Prepared


The table below displays the number and percent of students assigned to Prepared Levels for each CCI measure by student group. The four shades (or levels) represent four percentile ranges (as shown in the legend below) to help identify which measures have a high percentage (darker shade) or low percentage (lighter shade) of students meeting the criteria. Students can meet more than one measure. As a result, the tables contain duplicative counts.

Calculation Formula Example:

For All Students: (Number of CTE Prepared Students) divided by (Total Number of Prepared Students)
For Student Groups: (Number of English learners who met CTE Prepared) divided by (Total Number of Prepared English learners)

Expand to view description of Prepared CCI Measures

Met via Career Technical Education Pathway Completion

Career Technical Education (CTE) pathway completion with a C- or better in the capstone course plus one of the following criteria:
  • Smarter Balanced Summative Assessments: At least a level 3 “Standard Met” on English language arts (ELA) or mathematics and at least a level 2 “Standard Nearly Met” on the other subject area.
  • One semester, two quarters, or two trimesters of college coursework with grade C- or better in academic/CTE subjects where college credit is awarded.
    • Note: If the CTE capstone course and CTE college credit course are completed in the SAME YEAR, they must be in DIFFERENT CTE Pathways for the CTE college credit course to count toward Prepared. If the CTE capstone course and the CTE college credit course are completed in DIFFERENT YEARS, they may be in the SAME CTE Pathways for the CTE college credit course to count toward Prepared.

Met via Smarter Balanced Assessment

At least a Level 3 "Standard Met" on the Smarter Balanced Summative Assessments for both ELA and Mathematics.

Met via College Credit Course

Completion of two semesters, three quarters, or three trimesters of college coursework with a grade of C- or better in academic/CTE subjects where college credit is awarded.

Met via Advanced Placement

A score of 3 or higher on two Advanced Placement (AP) Exams.

Met via International Baccalaureate

A score of 4 or higher on two International Baccalaureate (IB) Exams.

Met via a-g Completion

Completion of courses that meet the University of California (UC) or California State University (CSU) a–g criteria with a grade of C or better, plus one of the following criteria:
  • CTE pathway completion with a C- or better in the capstone course
  • Smarter Balanced Summative Assessments: At least a level 3 “Standard Met” on ELA or Mathematics and at least a level 2 “Standard Nearly Met” on the other subject area.
  • One semester, two quarters, or two trimesters of college coursework with a grade of C- or better in academic/CTE subjects where college credit is awarded.
  • A score of 3 or higher on one AP exam or a score of 4 or higher on one IB exam.

Met via State Seal of Biliteracy

Earned the State Seal of Biliteracy and scored level 3 "Standard Met" or higher on the ELA Smarter Balanced Summative Assessment.

Met via Leadership/Military Science

Completed at least two years of Leadership/Military Science and Scored level 3 “Standard Met” or higher on ELA or Mathematics and at least a level 2 “Standard Nearly Met” in the other subject area.
LEGEND for
Percent Prepared		 (0.1% - 25.0%)
(L1) 		(25.1% - 50.0%)
(L2)		 (50.1% - 75.0%)
(L3)		 (75.1% - 100%)
(L4)
MeasureAll StudentsAfrican AmericanAmerican IndianAsianFilipinoHispanicPacific IslanderWhiteTwo or More RacesEnglish LearnersSocioeconomically DisadvantagedStudents with DisabilitiesFoster StudentsHomeless Students
CTE Pathway Completion
0.0%
(0)

(L1)
0.0%
(0)

(L1)
--*--*--------
0.0%
(0)

(L1)
*----
Smarter Balanced Assessment
63.6%
(7)

(L3)
71.4%
(5)

(L3)
--*--*--------
77.8%
(7)

(L4)
*----
College Credit Course
0.0%
(0)

(L1)
0.0%
(0)

(L1)
--*--*--------
0.0%
(0)

(L1)
*----
Advanced Placement
0.0%
(0)

(L1)
0.0%
(0)

(L1)
--*--*--------
0.0%
(0)

(L1)
*----
International Baccalaureate
0.0%
(0)

(L1)
0.0%
(0)

(L1)
--*--*--------
0.0%
(0)

(L1)
*----
a-g Completion
100.0%
(11)

(L4)
100.0%
(7)

(L4)
--*--*--------
100.0%
(9)

(L4)
*----
State Seal of Biliteracy
0.0%
(0)

(L1)
0.0%
(0)

(L1)
--*--*--------
0.0%
(0)

(L1)
*----
Leadership/Military Science
0.0%
(0)

(L1)
0.0%
(0)

(L1)
--*--*--------
0.0%
(0)

(L1)
*----

Number and Percent of Approaching Prepared Students in the Cohort by Race/Ethnicity and Program Participation


Student Group - Approaching PreparedPercent Approaching Prepared# Students Approaching Prepared
All Approaching Prepared Students100.0%3
African American66.7%2
American Indian or Alaska Native----
Asian**
Filipino----
Hispanic**
Two or More Races----
Native Hawaiian or Pacific Islander----
White----
English Learners----
Socioeconomically Disadvantaged100.0%3
Students with Disabilities**
Foster Youth----
Homeless----
* Not Reported (33.3%) African American (66.7%) African American (66.7%) * Not Reported (33.3%) African American (66.7%)
Pie Chart of Percent of Approaching Prepared English Learners Pie Chart of Percent Approaching Prepared for Socio-economically Disadvantaged Students Pie Chart of Percent Approaching Prepared for Students with Disabilities Pie Chart of Percent Approaching Prepared for Foster Youth Pie Chart of Percent Approaching Prepared for Homeless
The total number of approaching prepared students is used as the denominator to calculate the percentages in the above table and graphs.

How Students Met Approaching Prepared

The table below displays the number and percent of students assigned to Approaching Prepared Levels for each CCI measure by student group. The four shades (or levels) represent four percentile ranges (as shown in the legend below) to help identify which measures have a high percentage (darker shade) or low percentage (lighter shade) of students meeting the criteria. Students can meet more than one measure. As a result, the tables contain duplicative counts.

Calculation Formula Example:

For All Students: (Number of CTE Approaching Prepared Students) divided by (Total Number of Approaching Prepared Students)
For Student Groups: (Number of English learners who met CTE Approaching Prepared) divided by (Total Number of Approaching Prepared English learners)

Expand to view description of Approaching Prepared CCI Measures

Met via Career Technical Education Pathway Completion

Career Technical Education (CTE) pathway completion with a C- or better in the capstone course.

Met via Smarter Balanced Assessment

Scored at least level 2 "Standard Nearly Met" on both the English language arts (ELA) and Mathematics Smarter Balanced Summative Assessments.

Met via College Credit Course

Completion of one semester, two quarters, or two trimesters of college coursework with a grade of C- or better in academic/CTE subjects where college credit is awarded.

Met via a-g Completion

Completion of courses that meet the University of California (UC) or California State University (CSU) a-g criteria with a C or better.

Met via Leadership/Military Science

Completion of at least two years of Leadership/Military Science.
LEGEND for
Percent Approaching Prepared		 (L1)
(0.1% - 25.0%)		 (L2)
(25.1% - 50.0%)		 (L3)
(50.1% - 75.0%)		 (L4)
(75.1% - 100%)
MeasureAll StudentsAfrican AmericanAmerican IndianAsianFilipinoHispanicPacific IslanderWhiteTwo or More RacesEnglish LearnersSocioeconomically DisadvantagedStudents with DisabilitiesFoster StudentsHomeless Students
CTE Pathway Completion
0.0%
(0)

(L1)
0.0%
(0)

(L1)
--*--*--------
0.0%
(0)

(L1)
*----
Smarter Balanced Assessment
66.7%
(2)

(L3)
50.0%
(1)

(L2)
--*--*--------
66.7%
(2)

(L3)
*----
College Credit Course
0.0%
(0)

(L1)
0.0%
(0)

(L1)
--*--*--------
0.0%
(0)

(L1)
*----
a-g Completion
100.0%
(3)

(L4)
100.0%
(2)

(L4)
--*--*--------
100.0%
(3)

(L4)
*----
Leadership/Military Science
0.0%
(0)

(L1)
0.0%
(0)

(L1)
--*--*--------
0.0%
(0)

(L1)
*----

Number and Percent of Not Prepared Students In the Cohort by Race/Ethnicity and Program Participation


Student Group - Not PreparedPercent Not Prepared# Students Not Prepared
All Not Prepared Students100.0%4
African American50.0%2
American Indian or Alaska Native----
Asian**
Filipino----
Hispanic**
Two or More Races----
Native Hawaiian or Pacific Islander----
White----
English Learners----
Socioeconomically Disadvantaged100.0%4
Students with Disabilities**
Foster Youth----
Homeless----
African American (50%) * Not Reported (50%) African American (50%) * Not Reported (50%)
Pie Chart of Percent of English Learners - Not Prepared Pie Chart of Socio-economically Disadvantaged Students - Not Prepared Pie Chart of Students with Disabilities - Not Prepared Pie Chart of Foster Youth - Not Prepared Pie Chart of Homeless Students - No Prepared
The total number of not prepared students is used as the denominator to calculate the percentages in the above table and graphs.