Consultant finds pressures for high‑achieving Laguna Beach students; board weighs ending class rank

Jesse Ross of Learner Center Collaborative presented research Sept. 12 summarizing surveys and interviews with 11th and 12th graders, recent alumni and staff about the experience of high‑achieving students in Laguna Beach Unified.

Ross said the team surveyed 328 current juniors and seniors, received roughly 80 alumni responses and conducted about 30 student interviews and 20 staff interviews. "Almost universally, the students love their teachers," Ross reported, but he also said students described workload inconsistently — some called it "manageable" while others called it "heavy," a contrast Ross attributed to student choice, weighting of certain courses and pressures tied to college admissions.

Key findings included student concerns about test stacking (multiple major assessments concentrated in short time windows), the perceived academic pressure created by weighted grades and class rank, and a request from many students for more relevant, project‑based learning options. Ross recommended reducing test stacking, providing explicit instruction in study and time‑management skills, and exploring ways to make general education courses more rigorous and relevant so they can serve as alternatives to AP for some students.

Board reaction and next steps: multiple board members endorsed further examination of class‑rank practices. "This is the first time we've been able to culminate it into a really concise understanding of that impact," Superintendent Dr. Viloria said, noting class rank is currently a school‑site practice and can be changed at the site level. Several board members suggested staff bring back options and implementation impacts so changes would not inadvertently harm students who rely on rank for college admissions.

A quote: "If we can explain how [assignments] build, that helps them understand the context of why we're teaching what we're teaching," Dr. Viloria said during the discussion.

Background: the research combined quantitative survey data and qualitative interviews; board members asked staff to follow up with principals and counselors on potential policy or AR changes and to assess unintended consequences of eliminating class rank.

Ending: staff said they will review school‑site practices and return with recommendations and possible next steps for board consideration.