BIRMINGHAM — Birmingham Charter High School leaders told the school board that students posted the highest A–G completion and Advanced Placement outcomes in the school’s history, while the campus continues to serve an unusually high share of students eligible for free and reduced‑price meals.

School leaders said the graduating class had a 95.1% A–G completion rate and that 57% of graduates were admitted to four‑year colleges; 614 students passed at least one AP exam this past year and the school’s AP pass rate (3 or higher) reached 64.7%. The school also reported an improved California Dashboard standing and a six‑year WASC accreditation with no midterm visit required.

Those measures, school staff said, reflect sustained changes to instruction, student supports and counseling since 2021. The principal noted a steady rise in scale scores on statewide assessments: English and math schoolwide scale scores increased substantially over the last three years, and the school reduced the achievement gap for special‑education students. The principal said Birmingham now ranks “blue” or “green” across most California Dashboard academic indicators.

Birmingham officials told the board the campus serves a high‑need population: 91.7% of students qualify for free and reduced lunch, above the district average. Staff said that state Local Control Funding Formula (LCFF) calculations cap some charter funding at the district rate, which reduces additional dollars the school would otherwise receive for its higher rate of need.

School leaders highlighted specific supports they said contributed to growth: added academic counselors at every grade level, grade‑level academy coordinators, a psychiatric social worker, instructional rounds professional development, a new math curriculum with teacher collaborative work, and expanded community‑school services (mobile clinic, eye exams, family pantry and counseling). The board heard that these strategies appear to have improved early warning metrics: more ninth graders are completing both English and math with a C or higher by the end of ninth grade, and the percentage of students with GPA below 2.0 has declined.

Board members asked about attendance and whether grade‑inflation or lowered standards could account for gains. The principal acknowledged concerns and said staff are instituting additional accountability measures for grades and outcomes while continuing external review and professional development.

School leaders said the improvements come with continuing challenges: chronic absenteeism remains above pre‑pandemic levels and many students travel from outside the immediate neighborhood, complicating daily attendance. They also pointed to limited state funding adjustments (district‑level caps) and upcoming charter renewal processes that could produce material changes.

The board heard multiple parent comments praising the school’s academic supports, counseling and safety. School officials said the data and external recognitions will be shared publicly and that staff will continue to monitor disaggregated results for English learners and special‑education students.

The school leader closed by saying the gains reflect “a team effort” of counseling, teachers and administrators and that the school will continue to refine supports and maintain accountability for grades and attendance.