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Farmersville Unified presents 2025 California School Dashboard showing mixed results, strong graduation and EL gains
Summary
Assistant Superintendent Edo Choe reviewed the 2025 California School Dashboard (reflecting 2024–25 results), noting a 98.6% district graduation rate, 3% improvement in English-learner progress, gains in college-and-career indicators, and concerns at individual sites such as Hesser Elementary’s declines in multiple measures.
Assistant Superintendent Edo Choe presented the 2025 California School Dashboard to the Farmersville Unified School District board, describing district-level and school-by-school results drawn from the 2024–25 school year.
Choe said the dashboard uses multiple gauges to show performance and trajectory. He reported the district’s graduation rate at 98.6% and a 6.5 percentage-point rise in the college-and-career indicator, which he said now shows 43.7% of students meeting marks for college-and-career readiness. English-learner progress improved by about 3%, moving that metric from red to yellow districtwide.
Choe highlighted stark differences among campuses. He said Hesser Elementary showed declines in chronic absenteeism (near 30%), suspension rates (an increase of 3.1 percentage points) and English-learner progress (a reported 24% decline). By contrast, the junior high saw a 6.8 percentage-point drop in suspension rates and a 16.3-point rise in ELPAC progress, which moved that gauge from orange to blue.
Deep Creek Academy’s data was limited by small sample sizes, Choe said, and although its suspension rate was high (reported at 21.3%), the district noted that a few incidents can disproportionately affect percentages at small schools. Choe also told the board that chronic-absenteeism data did not appear for the high school or Deep Creek on the public dashboard and said the district is querying the California Department of Education about the omission.
Trustees asked about the sources of academic indicators and whether independent-study placements affect absenteeism metrics; Choe confirmed that academic indicators come from the CAST state assessment (grades 3–8 and 11) and that independent study can affect how chronic absenteeism is counted if students otherwise would not attend in-person school. Board members requested follow-up reports with student-group breakdowns at the January LCAP midyear report.
The presentation concluded with Choe outlining next steps: strengthen instructional coaching, pursue targeted professional development for English learners, continue MTSS behavioral supports to reduce suspensions, and move forward with a planned math-curriculum selection to address persistent math performance gaps. Choe said those steps, combined with site-specific plans, should improve several metrics by next year’s dashboard release.
