Comparing Results for the Computer-based Assessments
Aggregate results can be viewed at and downloaded from the public Test Results for California’s Assessments website as well as from CERS (for properly credentialed users).
When making comparisons across years within a given grade level and content area, it is important to understand that even when the number of students is the same, the group’s composition from year to year may be quite different if student mobility (transiency) is high. Such comparisons are actually comparisons of different groups of students with different traits taking different assessments. Generally, there will be more variance in scores from year to year, when small numbers of students are tested.
Smarter Balanced Summative Assessments
Because of the vertical scaling of the Smarter Balanced assessments, scale scores for an assessment may be compared to scale scores for the same student or groups of students in different years for the same content area, as well as between specific grade levels and content areas. This allows users to say that achievement for a given content area and grade level was higher or lower one year as compared with another. Scale scores for the Smarter Balanced assessments may be compared across grade levels since the scales are vertically aligned across grade levels. Refer to the CDE Assessments - Average Scale Score Change web page to download spreadsheets that report the average change in scale score points from one grade level to the next by test administration year. These reports show how scale scores changed among all students statewide in prior years. Note that this web page is updated with data from the just-tested year in the fall following the test administration.
Although the Smarter Balanced Summative Assessments PPT forms are linear, they have the same scale as the computer-based assessments and are comparable.
In addition to the scores for the current administration, results for comparison are available for past administrations. Refer to the CERS User Guide for more information about reviewing data for previous years.
Comparing ELA and Mathematics Scale Scores and Achievement Levels for Groups
An example of how group-level scale scores for 20XX–YY may be compared to the 20YY–ZZ scale scores for the same content area and grade level is shown in table 1 using Smarter Balanced for ELA scores. In this table, hypothetical average scale scores for ELA are compared between the consecutive years of 20XX–YY and 20YY–ZZ for the students in a particular school. In addition to comparisons for all students, similar grade level–by–grade level comparisons of scale scores may be made for different student groups of interest. Finally, an average scale score is not provided for all students across grades in the same school in table 1 because each grade level has its own scale score range.
| Grade | 20XX–YY No. of Students | 20XX–YY Mean Scale Score | 20YY–ZZ No. of Students | 20YY–ZZ Mean Scale Score | Difference |
|---|---|---|---|---|---|
|
Grade 5 |
120 |
2440.0 |
111 |
2451.3 |
11.3 |
|
Grade 6 |
100 |
2510.0 |
124 |
2510.3 |
0.3 |
|
Grade 7 |
90 |
2590.0 |
102 |
2593.2 |
3.2 |
Table 2 uses Smarter Balanced for Mathematics scores to provide a second hypothetical example of how group-level Smarter Balanced results may be compared. In this example, the percentage of students scoring at Standard Met or Standard Exceeded in mathematics is compared between 20XX–YY and 20YY–ZZ across grade levels for the same school.
| Grade | 20XX–YY No. of Students | 20XX–YY % Standard Met or Standard Exceeded | 20YY–ZZ No. of Students | 20YY–ZZ % Standard Met or Standard Exceeded | Difference |
|---|---|---|---|---|---|
|
Grade 5 |
120 |
31% |
111 |
35% |
4% |
|
Grade 6 |
100 |
33% |
124 |
33% |
0% |
|
Grade 7 |
90 |
29% |
102 |
31% |
2% |
|
All Grades |
310 |
31% |
337 |
33% |
2% |
Comparisons between 20XX–YY and 20YY–ZZ in table 2 indicate the same trends as indicated by table 1: a slightly higher percentage of students in grades five and seven scored at Standard Met or Standard Exceeded and the same percentage of grade six students scored at Standard Met or Standard Exceeded.
Unlike table 1, table 2 compares overall results for the entire school. Because Standard Met or Standard Exceeded in mathematics is a standards-based classification, the percentage of students meeting or exceeding standards can be calculated for the entire school across grade levels by dividing the total number of students meeting or exceeding standards in the school from all grade levels by the total number of students. The resulting school-level percentages may be compared from year to year.
While these examples have made comparisons across only one year, it is important for program evaluation that results be compared across a number of years to verify that the trend is stable. The same sort of table could be used to compare year-to-year results for any test group.
Comparing Results for the Science Assessments
Comparisons of CAST or CAA for Science results should only be made within the same grade level; that is, it is acceptable to compare the grade five CAST in the previous test administration year to the grade five CAST in the current test administration year. However, no direct comparisons should be made between grade levels and between subjects; for example, results for the CAASPP Smarter Balanced for ELA (grade five) should not be compared with results for the CAST (grade eight).
Two types of comparisons are possible:
- comparing the average scale score within a grade level; or
- comparing the percent of students scoring at each achievement level within a grade level.
Comparing Science Scale Scores and Achievement Levels for Groups
Because CAST is not vertically scaled, the scores between different assessments are not comparable. For example, the scale scores from grade five cannot be compared to those from grade eight or high school to measure growth. However, the scores between grades ten, eleven, and twelve are comparable because students in different high school grade levels are taking the same high school assessment.
In addition to comparisons for all students from the same school, similar cross-year comparisons of scale scores may be made for different student groups of interest. Note that an average scale score is not provided for all students across grades in the same school in table 3 because the scores from different grade-level or grade-band assessments are not comparable.
An example of how group-level scale scores for 20XX–YY may be compared to the 20YY–ZZ scale scores for the same content area and grade level is shown in table 3 using CAST scores. In this table, hypothetical average scale scores for CAST are compared between the consecutive years of 20XX–YY and 20YY–ZZ for the students in a particular school.
| Grade | 20XX–YY No. of Students | 20XX–YY Mean Scale Score | 20YY–ZZ No. of Students | 20YY–ZZ Mean Scale Score | Difference |
|---|---|---|---|---|---|
|
Grade 5 |
100 |
198.0 |
111 |
199.2 |
1.2 |
|
Grade 8 |
80 |
400.5 |
95 |
401.1 |
0.6 |
|
Grade 10 |
10 |
598.5 |
12 |
597.0 |
−1.5 |
|
Grade 11 |
100 |
601.2 |
105 |
600.8 |
−0.4 |
|
Grade 12 |
25 |
600.0 |
28 |
601.2 |
1.2 |
|
High School |
135 |
600.8 |
145 |
600.6 |
−0.2 |
Table 4 uses CAST scores to provide a second hypothetical example of how group-level CAST results may be compared. In this example, the percentage of students scoring at Standard Met or Standard Exceeded in CAST is compared between 20XX–YY and 20YY–ZZ by grade levels for the same school.
| Grade | 20XX–YY No. of Students | 20XX–YY % Standard Met or Standard Exceeded | 20YY–ZZ No. of Students | 20YY–ZZ % Standard Met or Standard Exceeded | Difference |
|---|---|---|---|---|---|
|
Grade 5 |
400 |
27% |
360 |
28% |
1% |
|
Grade 8 |
80 |
28% |
95 |
28% |
0% |
|
Grade 10 |
10 |
31% |
12 |
30% |
−1% |
|
Grade 11 |
100 |
30% |
105 |
30% |
0% |
|
Grade 12 |
25 |
29% |
28 |
28% |
−1% |
|
High School |
135 |
30% |
145 |
30% |
0% |
|
All Grades |
615 |
28% |
600 |
28% |
0% |
Unlike table 3, table 4 compares overall results for the entire school. Because Standard Met or Standard Exceeded in CAST is a standards-based classification, the percentage of students meeting or exceeding standards can be calculated for the entire school across grade levels by dividing the total number of students meeting or exceeding standards in the school from all grades by the total number of students, instead of by averaging the percentages from different grade levels. The resulting school-level percentages may be compared from year to year.
While these examples have made comparisons across only one year, it is important for program evaluation that results be compared across a number of years to verify that the trend is stable. The same sort of table could be used to compare year-to-year results for any test group.
Comparing Results for the California Alternate Assessments for ELA and Mathematics
Comparisons of CAA results should only be made within the same content area and grade level; that is, compare grade four ELA in the previous test administration year to grade four ELA in the current test administration year; or grade eight mathematics in the previous test administration year to grade eight mathematics in the current test administration year. No direct comparisons should be made between grade levels and between content areas; for example, results for the CAA for Mathematics (grade seven) should not be compared with results for the CAA for Mathematics (grade eight), and results for the CAA for Mathematics (grade eleven) should not be compared with the result of the CAA for ELA (grade eleven).
Two types of comparisons are possible:
- comparing the average scale score within a grade level; or
- comparing the percent of students scoring at each achievement level within a grade level.
Comparing Results for the California Spanish Assessment
2024–25 and Subsequent Test Administrations
This content will be updated in November 2025.
2023–24 and Previous Test Administrations
CSA results for the previous test administrations are available and can be compared. However, because of the standard setting in July 2025, these results should not be compared with results from 2024–25 and after.
Comparisons of CSA results should only be made within the same grade level or high school grade band; that is, it is acceptable to compare the grade five CSA in the previous test administration year to the grade five CSA in the current test administration year. However, comparing scale scores from different grade levels for the CSA is not appropriate, because the curricula are different across grade levels and the scale scores are not vertically linked between grade levels.
Comparing Results for the Summative ELPAC
An individual can make comparisons within the same grade level, grade span, and overall score across years. Because the ELPAC results are scaled vertically, scale scores for an assessment at one grade level may be compared to scale scores at another grade level or grade span; this allows for the comparison of the same student’s performance over time, as well as comparison of student groups at different grade levels or grade spans. Thus, it can be said that proficiency for a given grade level or grade span was higher or lower one year as compared with another. However, caution should be taken when comparing scale scores from different grade levels or grade spans, especially nonadjacent grade levels, because the curricula are different across grades. Comparing scores obtained in different composite scores (that is, oral language scores and written language scores) should be avoided because the results are not on the same scale.
Two types of comparisons are possible:
- comparing the average scale score within a grade level; or
- comparing the percent of students scoring at each performance level.
An example of how group-level scale scores for 20XX–YY may be compared to the 20YY–ZZ scale scores for the same grade level is shown in table 5 using ELPAC overall scores. In this table, hypothetical average scale scores for the ELPAC are compared between the consecutive years of 20XX–YY and 20YY–ZZ for the students in a particular school. In addition to comparisons for all students, similar grade level–by–grade level comparisons of scale scores may be made for different student groups. An overall average scale score is not provided for students across all grades levels in the same school in table 5 because each grade level or grade span has its own scale score range.
| Grade | 20XX–YY No. of Students | 20XX–YY Mean Scale Score | 20YY–ZZ No. of Students | 20YY–ZZ Mean Scale Score | Difference |
|---|---|---|---|---|---|
|
Grade 5 |
120 |
1520 |
111 |
1518 |
−2 |
|
Grade 6 |
100 |
1525 |
124 |
1524 |
−1 |
|
Grade 7 |
90 |
1535 |
102 |
1537 |
2 |
Table 6 uses ELPAC scores to provide a second hypothetical example of how group-level ELPAC results may be compared. In this example, the percentage of students scoring at Level 4 (Well Developed) is compared between 20XX–YY and 20YY–ZZ across grade levels for the same school.
| Grade | 20XX–YY No. of Students | 20XX–YY % Reaching Level 4 | 20YY–ZZ No. of Students | 20YY–ZZ % Reaching Level 4 | Difference |
|---|---|---|---|---|---|
|
Grade 5 |
120 |
20% |
111 |
19% |
−1% |
|
Grade 6 |
100 |
18% |
124 |
16% |
−2% |
|
Grade 7 |
90 |
20% |
102 |
22% |
2% |
|
All Grades |
310 |
19% |
337 |
19% |
0% |
Unlike table 5, table 6 compares overall results for the entire school. Because performance levels are standards-based classifications, the percentage of students reaching level 4 can be calculated for the entire school across grade levels by dividing the total number of students reaching level 4 in the school from all grade levels by the total number of students, instead of by averaging the percentages from different grade levels. The resulting school-level percentages may be compared from year to year.
While these examples have made comparisons across only one year, it is important for program evaluation that results be compared across a number of years to verify that the trend is stable. The same sort of table could be used to compare year-to-year results for any test group.
Comparing Results for the Summative Alternate ELPAC
Comparisons of Summative Alternate ELPAC results should only be made within the same grade level; that is, it is acceptable to compare the grade two Summative Alternate ELPAC results in the previous test administration year to the grade two Summative Alternate ELPAC results in the current test administration year.
Two types of comparisons are possible:
- comparing the average scale score within a grade level; or
- comparing the percent of students scoring at each performance level within a grade level.