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College/ Career Indicator Reports & Data

 

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

Oakland Unified

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Overview:

The College/Career Indicator (CCI) is based on the four-year graduation cohort and the DASS graduation rate. It uses both college and career measures to determine how well districts and schools are preparing students for success after high school. (Note: For districts serving both non-alternative and DASS high schools, their CCI will be based on both the four-year graduation cohort and DASS graduation rate.)

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 LearnersSocio-economic 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 LearnersSocio-economic 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%*----
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 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
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.


Met via Career Technical Education Pathway Completion

Career Technical Education (CTE) Pathway Completion with a C minus or better in the Capstone Course plus one of the following measures:
  • 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” in 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.

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 on 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” in 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 LearnersSocio-economic 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)
*----

To calculate the percentages, the total number of prepared students in each student group is used as the denominator (e.g., total number of English learners who met the CTE criteria divided by the total number of English learners who are prepared).

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 Prepared for Socio-economically Disadvantaged Students Pie Chart of Percent Prepared for Students with Disabilities
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.


Met via Career Technical Education Pathway Completion

Career Technical Education (CTE) Pathway Completion with a C- or better on 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 UC or CSU a-g criteria with a C minus or better.

Met via Leadership/Military Science

Completion of at least two years of Leadership/Military Science.
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.
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 LearnersSocio-economic 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)
*----
To calculate the percentages, the total number of approaching prepared students in each student group is used as the denominator (e.g., total number of English learners who met the CTE criteria divided by the total number of English learners who are approaching prepared).

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 Socio-economically Disadvantaged Students - Not Prepared Pie Chart of Students with Disabilities - Not Prepared
The total number of not prepared students is used as the denominator to calculate the percentages in the above table and graphs.