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Chandler Unified reports record share of A/B letter grades; district LEA earns an A and San Marcos exits federal ATSI
Summary
Dr. Fletcher presented 2024–25 statewide assessment and letter‑grade results showing CUSD earned 70% A's across schools and an A as an LEA; staff noted a 2% math gain, subgroup gaps for English learners and small subgroups, and that San Marcos exited federal ATSI after targeted supports.
Chandler Unified officials presented the district’s 2024–25 statewide assessment results and letter‑grade summary, reporting historically high percentages of A and B school ratings and improvements in math proficiency.
Dr. Fletcher reviewed the state’s three letter‑grade models and said CUSD’s school‑level distribution was 70% A, 25% B and 4.5% C (31 A's, 11 B's and 2 C's). As an LEA, the district earned an A; the district listing shows an 'under review' status in the public file because several schools’ letter grades are being appealed to the state.
"31 of our schools earned an A," Dr. Fletcher told the board, noting the district had its highest combined A/B percentage under the current model.
Assessment highlights: Dr. Fletcher said CUSD posted 58% proficiency in ELA (state 39%) and 53% proficiency in math (state 32%), with math showing a 2 percentage‑point gain over the prior year. The district’s grade‑level trends show declines across some middle grades and rebounds by grade 11; growth metrics and additional slides in the appendix break down results by grade and subgroup.
Federal accountability and targeted support: Dr. Fletcher explained federal ATSI (additional targeted support and improvement) procedures and said that San Marcos—identified in 2023–24 for a special education subgroup—used state grant funds and targeted coaching to meet the state threshold and exited ATSI on 2024–25 results. For 2025–26, staff said no CUSD schools are identified for ATSI.
Equity concerns and next steps: staff flagged subgroup volatility in small cohorts—Pacific Islander, American Indian and multi‑race students showed notable year‑to‑year swings—and noted English learners had the district’s lowest proficiency rates in both ELA and math. Staff said the district will continue targeted professional development, coaching and MTSS implementation to address gaps and sustain improvements.
Board members praised the results and asked staff to provide growth data in board metrics; staff said growth is included in the district’s board metrics and can be shared in more detail.
The presentation closed with staff emphasizing coaching, ongoing PD and use of diagnostic tools to maintain gains.
