Math Proficiency

Share of Eighth-Graders Who Met or Exceeded the Standard in Math

Santa Clara & San Mateo Counties, San Francisco, and California

Share Who Met or Exceeded the Standard in Math, by Race and Ethnicity

Eighth-Graders, 2022-23 (with percentage point change since 2018-19)
Santa Clara & San Mateo Counties

Asian79% (-5%)
Two or More Races68% (-2%)
White63% (-6%)
Filipino48% (-6%)
Black or African American19% (-8%)
Native Hawaiian or Pacific Islander21% (-5%)
Hispanic or Latino18% (-8%)
Overall47% (-7%)

Data Source:

California Department of Education

Analysis:

Silicon Valley Institute for Regional Studies

Data for 2015-2022 are from the California Department of Education, California Assessment of Student Performance and Progress (CAASPP). Data for 2020-21 include a lower share of enrolled students with scores than typical (39% in Santa Clara and San Mateo Counties combined, compared to 97% in 2022-23); 2019-20 school year data was unavailable due to the suspension of CAASPP testing as a result of the COVID-19 pandemic. Data for American Indian or Alaska Native are not available in 2021-22 on the county level for privacy reasons (due to fewer than ten students receiving scores). Beginning with the 2013–14 school year, CAASPP became the new student assessment system in California, replacing the Standardized Testing and Reporting (STAR) system. 2023 CAASPP Test Results are from tests administered in 2023. The share of eighth-graders meeting or exceeding the standard includes students who have made progress and met or exceeded the grade standard, and who appear to be ready for future coursework. Data for 2006 through 2013 are from the California Department of Education, California Standards Tests (CST) Research Files for San Mateo and Santa Clara counties, and California. In 2003, the CST replaced the Stanford Achievement Test, ninth edition (SAT/9). The CSTs in English–language arts, mathematics, science, and history–social science were administered only to students in California public schools. Except for a writing component that was administered as part of grade four and grade seven English–language arts tests, all questions were multiple-choice. These tests were developed specifically to assess students’ knowledge of the California content standards. The State Board of Education adopted these standards, which specify what all children in California are expected to know and be able to do in each grade or course. Through the 2012-13 school year, the Algebra I CSTs were required for students who were enrolled in the grade/course at the time of testing or who had completed a course during the school year, including during the previous summer. In order to protect student confidentiality, no scores were reported in the CST research files for any group of ten or fewer students. The following types of scores are reported by grade level and content area for each school, district, county, and the state: Standard Exceeded (Level 4), Standard Met (Level 3), Standard Nearly Met (Standard 2), Standard Not Met (Standard 1), and are rounded to the nearest ones place.

*Math proficiency data are not available for 2014 or 2020; data for 2020-21 include a lower share of enrolled students with scores than typical.

Resources for Relevant Data and Reports (show)