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District releases English‑learner data and on‑track graduation report; staff outline recovery supports
Summary
DLAC presented multi‑year English‑learner demographics and recommended smaller class sizes, expanded summer programs and newcomer supports. District data staff reported spring on‑track rates of 69.6% for the class of 2015 and outlined credit‑recovery and counseling supports aimed at raising four‑year graduation projections.
The district’s District English Learner Advisory Committee (DLAC) and school staff presented a pair of linked reports March 17 that highlighted gaps in outcomes for English learners and a district‑wide strategy to raise four‑year graduation rates.
DLAC representatives summarized demographic trends: English learners make up about 28% of the student population, primarily Latino and Chinese students, with geographic concentrations in the southeast, Mission, Sunset and Chinatown. DLAC noted it takes about five years on average for English learners to be reclassified as English proficient and recommended smaller student‑teacher ratios (25:1 in grade 4 and above), higher‑quality summer and newcomer programs, more 1:1 support for newcomers, and transparent reporting of Local Control Funding Formula and supplemental EL expenditures.
District data and extended‑learning staff presented on graduation status for the class of 2015. Julie Chan reported spring on‑track status of 69.6% (a rise of 2.7 percentage points from fall), and projected that with existing credit‑recovery offerings the district could see approximately 88.7% of the cohort graduate in four years. Subgroup differences remain substantial: Chinese students show the highest on‑track rates (about 81.8%) while African American (≈51.3%), Latino (≈48.8%) and Samoan (≈36%) students lag.
Extended Learning and support staff described recovery options available to off‑track students — evening school, Saturday school, online learning, summer school, and site‑based programs (Sprout and the English Learner Village for newcomers) — and noted that last summer more than 100 students graduated during senior summer school. Counseling staff said the district now systematically notifies families and hosts community meetings to connect off‑track students with supports.
Both DLAC and district staff urged the board to pair program investments with better data and targeted interventions, particularly for newcomer students and long‑term English learners. Commissioners asked staff to bring more disaggregated analyses (by program, pathway and grade) to help guide targeted budget and implementation choices.
