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Benicia Unified reports modest districtwide CAASPP gains, highlights large subgroup improvements
Summary
District staff told trustees that overall English language arts and math scores rose slightly, while science stayed flat; the presentation emphasized double-digit gains for several student subgroups and outlined continued interventions and professional development.
Benicia Unified School District staff presented results from the state assessment tests, saying districtwide English language arts scores rose 2 percentage points and math rose 1 point while science held steady.
Doctor Beatson, the district data lead, told the board the results show continuing progress in narrowing achievement gaps among student groups and cited especially large gains at several elementary and middle school sites. She said the district-level share of students meeting or exceeding standards was 55 percent.
The presentation explained the assessments covered included CAASPP for ELA and math and the CAST science assessment; grades tested vary by subject (third through eighth grade and 11th grade for ELA and math; grades 5, 8 and 11 for science). Beatson noted CAST uses computer-adaptive technology and built-in accessibility tools.
Beatson highlighted particular subgroup gains: fourth-grade ELA up 13 points and a fourth-to-fifth-grade cohort increase of eight points; at Benicia Middle School, she reported a 28-point ELA gain and a 20-point math gain for African American students and 25-point ELA and 34-point math gains for Hispanic students. Turner and Robert Semple elementary sites were also singled out for double-digit subgroup growth.
Trustees asked about causes and sustainability. Beatson attributed gains to a mix of factors including curriculum alignment, professional development (including a multi-year study of the science of reading by primary teachers), increased use of interim and formative assessment data (including NWEA), intentional instructional practices, stronger collaboration between general and special education staff, and attendance campaigns to improve chronic absenteeism.
She also flagged continuing gaps. Students with disabilities, English learners and socioeconomically disadvantaged students remain below district averages; Beatson showed those three groups as the primary areas for further work and said the district will continue focused interventions, professional learning communities, coaching, and site-level targets in the Local Control and Accountability Plan (LCAP).
Board members praised staff and asked for county and statewide comparisons once state releases are public. Beatson said some county comparisons were not yet publicly available but indicated the district is outperforming many nearby districts and said she will share county-level data when released.
The presentation closed with next steps: continued implementation of new ELA curriculum K–8, ongoing coaching and principal check-ins, deeper alignment between general and special education instruction, maintenance of supplemental evidence-based materials, and continued monitoring of subgroup performance.
A full data slide deck remained available to trustees for detailed site- and subgroup-level results.
