These levels were determined by the 2003 Adequate Yearly Progress (AYP) released in August, a new prerequisite in California that calls for all students to perform at or above a prescribed proficient level in math and English-language arts by 2014.

But some contest that the yearly progress report isn't the best way to measure the academic aptitude of an entire elementary school's population, since it is so difficult for the entire student population, which includes disadvantaged and English-as-a-second-language students, to achieve these goals. If one subgroup fails to make the annual measurable objectives students are tested on, the entire school will fail the AYP standard altogether.

A certain percentage of second- through 11^th-grade students are required to score at or above a "proficient" level on California Standards Tests. Of the seven elementary schools in Willow Glen, only Canoas and River Glen elementary schools met all 2003 AYP criteria for phase I. But these schools will also have to meet all 2003 AYP phase II criteria in October in order to make AYP for 2003.

The AYP was developed from the No Child Left Behind Act of 2001. This act requires each state to develop and implement a statewide accountability system that will ensure that all schools and districts make the AYP as defined by the act.

Willow Glen Elementary School Principal Dayle D'Anna says she is disappointed by her school's failure to meet the AYP. But she says the results are skewed, because only one-fourth to one-third of the school's population didn't meet all the annual measurable objectives, penalizing the entire school.

"I think it is important to reflect on the scores, but to be classified by the scores is totally wrong," she says.

At Willow Glen Elementary, students met the minimum requirement in all categories on the AYP except in the English Learner category in the English-language arts section. This subgroup meets the federally approved definition of limited English proficiency for students in California and students who have not scored proficient or above for three years on the California Standards Test in English Language Arts.

"I see that we need to be more detailed and improve how we teach English as a second language," D'Anna says. "Realistically, it is so hard to take kids and make them masterful in English by the fifth grade."

And she adds, "I don't think the AYP is a good indicator of the school's progress, but I like all the little details within the report."

Although D'Anna doesn't view the AYP as the ultimate measure of her school's academic achievement, River Glen Elementary principal Cecilia Barrie believes her school's positive assessment on the AYP is a good indication of the school's progress this year.

"We are delighted that we met this year's progress goals," Barrie says.

At first glance, it may seem River Glen students have an advantage over other Willow Glen elementary schools because of the school's unique two-way, bilingual immersion program. The school educates children in both English and Spanish. But Barrie dismisses this idea.

"There is evidence that two-way immersion is effective, but we didn't do well on the AYP because we are a bilingual school," she says.

But she does admit the test would be difficult to achieve a proficient score on if a student was new to the country and didn't speak English well.

Willow Glen's primary schools aren't the only schools missing the mark on the AYP reports. Overall, the San Jose Unified School District didn't qualify for the AYP in 2003, and Palo Alto Unified and Milpitas Unified of Santa Clara County also failed the AYP.

For a more detailed assessment of each Willow Glen elementary school's AYP scores, visit http://ayp.cde.ca.gov/.