The Accountability Progress Reports are based on two measures: the Academic Performance Index scores and the Adequate Yearly Progress criteria. Both measures are based on the same Standardized Testing and Reporting test.

Initiated in 1998 under the Public School Accountability Act, the Academic Performance Index supplies schools with a score between 200 and 1000. Each of the four Willow Glen schools improved its Academic Performance Index score. However, the schools failed to record sufficient growth in the Adequate Yearly Progress reports, which were initiated in 2001 under the federal No Child Left Behind Act. These reports record the proficiency of students in math and language arts, as well as the percentage of students who take the test.

The reports also divide students into subgroups based on race, socioeconomic status, and whether or not the student is an English language learner or in special education. Each subgroup must record adequate attendance and proficiency.

If schools fail one component of either proficiency or attendance within the subgroups, they fail the entire Adequate Yearly Progress report.

In each of the four Willow Glen schools that failed the report, the test results showed that English language learners were lagging behind. At Willow Glen Elementary School and Ernesto Galarza, English language learners were not proficient in language arts, which resulted in lower scores. At Willow Glen Middle School, however the problem was in math, where Hispanic and Latino students, English language learners, and socioeconomically disadvantaged students were performing below average.

San Jose Unified School District Director of Research and Evaluation Aaron Buchanan said he believes the reports can be useful to demonstrate schools' growth.

"I like the Academic Performance Index. It has been used for a long time, and it shows whether or not schools are satisfying their growth targets," he said. "And the Adequate Yearly Progress reports are sensitive to growth among low-scoring students who move up, which the Academic Performance Index might not demonstrate."

But Willow Glen Middle School Principal John Tavella said that the testing system is not an infallible gauge of how well students are doing. Although Willow Glen Middle School brought up its Academic Performance Index by 35 points this year, the school still received a failing report because it did not hit all of the components in the Adequate Yearly Progress report.

"One of the problems with the testing system is that the school has to find an incentive for students to do well on it, since it is not part of their grade. Do students put effort into the SATs? Of course they do. If we had the same buy-in for the STAR tests, we would probably have the same results."

Tavella said the school worked to improve its scores by providing incentives, such as candy and free dress days, for hard work and attendance during the test. He also attributed the school's improved Academic Performance Index score to a positive attitude and motivated staff.

"[The reason for improvement] is really the teachers. They are getting better and better. We have a stronger teaching staff and more professional training," he said.

Willow Glen Elementary School Parents and Teachers Association President Andrea Wheeler, however, does not think the tests are not a reliable way to assess the performance of a school.

She said the reason the school failed the report is because of its Academic Language Acquisition program, in which students who don't speak English are taught core subjects in Spanish until third grade. Because of this program these students have an unfair disadvantage when it comes to the standard tests, which are only given in English, Wheeler said. Students do switch to English-only instruction in the fourth grade, while retaining a strong foundation in the core subjects, she said.

"It's not fair for the school to be failing when implementing the Academic Language Acquisition program was the district's decision," she said. "It's an unfair reflection on the school, teachers, and staff who are working to improve the students' overall achievement, not just test scores."

Wheeler said she has no problem sending her children to a school that is considered inadequate by federal standards.

"As a parent, I feel comfortable with the school," she said. "I feel good about what the kids are learning. The average test scores don't reflect that Willow Glen Elementary School has a diverse student body that has different needs."