Mount Diablo Unified School District Superintendent Dr. Clark used the board’s Oct. 22 meeting to present the district’s 2024–25 California Assessment of Student Performance and Progress (CAASPP) results, saying districtwide proficiency rose modestly but that large equity gaps remain.

The superintendent said roughly 47.886% of tested students met or exceeded the ELA standard in 2024–25 and that districtwide performance in math also edged up from the prior year. He told trustees the district recorded a 2.64 percentage‑point increase in ELA and a 1.55 percentage‑point increase in math compared with 2023–24.

Why it matters: Dr. Clark framed the results as a central metric for the district’s Local Control and Accountability Plan (LCAP), school improvement work and budgeting. He urged partnership with educators and community groups to scale practices that produced gains and to address persistent shortfalls for specific student groups.

Highlights and subgroup results
Dr. Clark said the district’s overall gains mask large disparities by student group. He highlighted data the presentation displayed: African American students met or exceeded standards in about 27% of tested grades in ELA and showed substantially higher “standard not met” rates than the district as a whole. Foster youth met or exceeded at roughly 26% in ELA, with about two‑thirds not proficient in math. Students identified under McKinney‑Vento (students experiencing homelessness) met or exceeded at about 7.9% in ELA and 5.3% in math, figures the superintendent described as “not acceptable.” He also noted multilingual learners and students with disabilities scored well below district averages.

Grades and school‑level patterns
Dr. Clark said middle schools showed the strongest, most consistent growth districtwide and singled out Pleasant Hill Middle and Diablo View for notable gains. He said elementary results include “pockets of excellence” in schools such as Sun Terrace, Silverwood and El Monte. At the high‑school level he described more mixed results and noted that the assessment is administered only to 11th graders, which creates different participation pressures.

District actions and supports
The superintendent told the board the district has: (1) re‑established instructional leadership teams at every site; (2) adopted a new multimillion‑dollar math curriculum and asked teachers to limit supplemental math materials while staff support implementation; (3) resumed frequent classroom walkthroughs to identify and spread effective teaching practices; and (4) engaged training partners such as TNTP for secondary math. He also cited professional development time on selected early‑release days and a new data platform to track subgroup results.

Direct quotes and tone
Dr. Clark said, “I take full responsibility for these, for these, scores,” and added, “our students can’t wait,” when urging urgency on improvement work. He also said the district “cannot do this in isolation,” noting an appeal earlier in the meeting from the MDEA president for improved labor‑management trust.

Next steps and parent access
Dr. Clark said the results will guide LCAP actions and that site leadership teams and cabinet staff have been working on strategies since June. He reminded families the results and individual student data are available through Aeries and encouraged parents to bring data to upcoming conferences. He provided an email in the meeting for follow‑up (clarka@mdusd.org).

Sources: presentation and spoken remarks by Dr. Clark at the Oct. 22, 2025 board meeting.