Board hears A–G completion report; administrators flag geometry and call for counselor-led interventions

District administrators presented a breakdown of A–G completion rates and told the board the district’s graduating cohort is currently on track at roughly 52–54 percent for A–G completion, a figure presenters said is down from earlier measures and one they will monitor closely.

The presentation examined A–G results by grade, race coding available in PowerSchool (Hispanic vs. non-Hispanic), and course-level trouble spots. Presenters highlighted that an early-on D in required math courses can make a student “not on track” under A–G rules; they repeatedly pointed to geometry as the grade level where many students first fell behind. “Typically, tenth graders will be part in geometry,” a presenter said, and “that geometry…is a big one” contributing to later drops in A–G eligibility.

Administrators described district follow-up steps: counselors will be asked to set grade-level goals, monitor alpha rosters, and ensure students with D’s are offered credit recovery or intervention opportunities — including an end-of-semester math lab and a summer math intervention program that served roughly 28 students in the most recent session. The presenter said the district plans to expand the math lab and early-intervention efforts into high school to avoid the midstream drop.

The presentation also compared Spanish course completion (noting ninth-grade on-track rates near 91 percent for Spanish 1) and discussed enrollment and placement strategies for native speakers to avoid misplacement into Spanish 1 when they should be placed in higher-level courses.

Board members asked whether the A–G completion percentage differed by grade or subgroup; administrators said they did not find a consistent racial disparity in the sample after accounting for cohort sizes and coding limitations in the SIS. Administrators noted other complicating factors such as students on individualized graduation plans (California grad plan) and English-language learners for whom course sequencing differs.

Administrators said the district is adopting NWEA assessment for grades 6–12 (to replace STAR 360) and plans trainer sessions for teachers in August and September so teachers can use periodic benchmark data to inform instruction earlier in the year.

Outcome: the discussion produced direction rather than a formal board action: administrators will work with counselors to set goals, expand math-intervention labs, and continue monitoring A–G completion with the aim of increasing the percentage of graduates who finish A–G requirements.

Why this matters: A–G completion determines eligibility for University of California/California State admissions and is a common measure of college-readiness; a persistent shortfall limits four-year college options for graduating students.