| Los Angeles schools announced the results of the | | | | curriculum. Personalized teaching and learning |
| 2004-2005 school year, state-mandated California High | | | | approaches were developed for each student, such |
| School Exit Exam. Of the students slated to graduate | | | | as an outreach program and intervention on an |
| in 2006, 69 percent (more than two thirds) of the class | | | | individual basis. The Los Angeles schools further made |
| passed both the English language arts and the | | | | attendance at exit exam preparation classes |
| mathematics portions of the exam. Of the remaining 31 | | | | mandatory for students who had yet to pass one or |
| percent of the Class of 2006 students (12th graders): | | | | both test portions. These classes met outside of the |
| - Fifteen percent (approximately 5,500 students) must | | | | normal school day and were provided free of charge |
| pass both the English language arts and the | | | | to the students through the district's Beyond the Bell, a |
| mathematics portions, | | | | branch of Los Angeles schools that oversees all |
| - Ten percent (3,700) must pass the mathematics | | | | student extended day programs. |
| portion, and | | | | These combined efforts have had a direct and |
| - Six percent (2,000) must pass the English language | | | | significant impact upon the graduation rate at Los |
| arts portion. | | | | Angeles schools, as proven not only by the Class of |
| State law now requires all students to pass both | | | | 2006 test results but those for the Class of 2007, as |
| portions of the exit exam in order to graduate from | | | | well. When the Class of 2006 was in 10th grade, the |
| high school and receive a diploma. Students begin | | | | students had a first-time pass rate of 60 percent in |
| taking the exam in the spring of their 10th grade year. If | | | | English language arts and 58 percent in mathematics. |
| they do not pass one or both portions of the exam, | | | | The Class of 2007, when in 10th grade, surpassed |
| they have the opportunity to retest in both 11th and | | | | these first-time pass results by 66 percent in English |
| 12th grades. Los Angeles schools' Class of 2006 was | | | | language arts and 59 percent in mathematics - a |
| the first graduating class required to pass both portions | | | | significant increase in scholastic achievement. |
| of the exam in order to graduate. | | | | These results clearly demonstrate that the dropout |
| The excellent results of the 2004-5 testing is the direct | | | | rate can be turned around, which is just one of the |
| result of focused instruction and successful | | | | many student achievement goals of Los Angeles |
| intervention, and demonstrates that every student is | | | | schools. The district continues to aggressively focus |
| capable of passing the exam. These intense efforts | | | | upon the development of rigorous curriculum for its |
| on the part of Los Angeles schools educators were | | | | middle and senior high schools. Los Angeles schools |
| specifically designed to assist students with | | | | recognize and the exit exam results underscore the |
| coursework directly connected to the exit exams. | | | | importance of improved high school instruction, which |
| In the 2004-5 school year, Los Angeles schools | | | | can directly impact higher graduation rates and allow |
| developed intervention strategies for students having | | | | students to matriculate and move on to viable options |
| problems passing the exam. The strategies introduced | | | | in their adult lives. |
| small learning communities and supported the core | | | | |