| Underrepresented
9th Graders (Total) was the number of African American,
Latino, and Native American 9th graders enrolled in public schools
in your legislative district in 1996-7, according to CBEDS. These
groups are underrepresented at the University of California.
Underrepresented 9th Graders (%)
was the percentage of your district’s total public school
9th-grade population in 1996-7 fitting the above definition of
underrepresentation.
The College Opportunity Ratio (COR)
is a new transition indicator of college preparation described
in detail on the page with this title.
The UC Eligibility Rate another
new transition indicator. It is the number of UC-eligible graduating
seniors in 2000 relative to the 9th-grade cohort 4 years earlier.
It is based on an eligibility estimate made by the University
of California Office of the President. As with COR and several
indicators below, this measure offers an important perspective
by using the 9th-grade cohort as the reference group. It presents
a more realistic picture of a young person’s likelihood
of acceptance into the University of California than traditional
formulae that express eligibility as a percentage of graduating
seniors.
The Advanced Math Rate is an indicator
of rigorous academic curriculum. Specifically, it is the rate
(from CBEDS) at which students in your district were enrolled
in advanced math courses in 1999-2000 in grades 9-12. Mathematics
course-taking is among the strongest correlates of college-going.
SAT Participation, because of
the test’s central role as a gatekeeper for 4-year college
entry, can be considered an indicator of a college-going school
culture. When school personnel and academic structures orient
students toward college, the SAT participation |
rate should be high.
The rate reported here is calculated as the number of 12th-graders
sitting for the exam in 1999-2000 as a percentage of the 9th-grade
cohort four years earlier. College Board and CBEDS data are used
to construct this indicator.
PSAT Participation, like SAT participation,
is an indicator of a college-going school culture. The rate reported
here is also calculated as a percentage of 9th-graders four years
earlier, but represents the number of students in the class of
2000 who sat for the PSAT before taking the SAT as seniors. CBEDS
data and the SAT Student Descriptive Questionnaire are used.
The Uncertified Teacher Rate,
a teacher quality indicator, is the likelihood that a student
will encounter an uncertified teacher in any given class. If 10%
of the teachers at a school are uncertified, the Uncertified Teacher
Rate is 10% for all students at that school. Because it assumes
that within a school all students are equally likely to be assigned
to certified teachers, it is actually a conservative estimate
for underrepresented groups of students. CBEDS data are used for
this indicator.
The Certification Disparity Index
reveals whether underrepresented students in a legislative district,
on average, attend schools that employ higher or lower percentages
of uncertified teachers than schools attended by White and Asian
American students. This index is the percentage by which the Uncertified
Teacher Rate for underrepresented students differs from that of
others. In all but a handful of legislative districts (where the
Index is a negative number), underrepresented students are more
likely than others to be taught by uncertified teachers. With
a Disparity Index of 25, underrepresented students would be 25%
more likely than others to have uncertified teacher.
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