New Study on L.A. Unified High School Achievement

New Study on L.A. Unified High School Achievement December 8th, 2008 The Impact of High Schools on Student Achievement within the Los Angeles Unified School District: A Value Added Approach has been published by UCLA's IDEA (Institute for Democracy, Education and Access). This report examines how effective L.A. Unified high schools are at graduating 9th graders on time (in the normal span of 4 years).  Specifically, this report focused on over 48,000 students who entered the 9th grade for the first time in the 2001-02 school year, and were expected to graduate in the 2005 school year. The report examines how graduation rates differ across middle school academic achievement, English language proficiency, 9th grade standardized tests scores, as well as across race/ethnicity.  Also examined are the rates of graduating on time with college prep classes completed successfully.  These college prep courses (known as A-G courses) are necessary for UC and Cal State eligibility.  These rates are also analyzed by race/ethnicity. L.A. Unified high school success in both graduation rates and college readiness is examined by analyzing academic co-factors (such as success in biology, Algebra, and English). Finally, L.A. Unified schools that produce the best results in terms of graduating students and ready for college are listed as potential best practice models.  Key Findings: L.A. Unified 9th graders have a 50% of graduating high school on time Asians have the highest rate of graduating on time in L.A. Unified (at 65%).  This is followed by Whites (57%), and African-Americans and Latinos (both at 45%) Only 25% of L.A. Unified students graduate college ready (successfully completing college prep A-G courses) At least half of entering 9th grade students failed at least one academic core class in middle school (grades 6-8) Only about a third of students designated with limited English Proficiency (LEP) graduated on time from high school during the years studied (2001-2005)