District presents 2024–25 California School Dashboard; growth indicator gives nuanced view of progress
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Summary
Cassie Lane presented the 2024–25 California School Dashboard: elementary ELA and math remain below standards though some year-over-year gains appeared; the state’s new growth indicator showed mixed but notable gains in grades 4–8; suspension and chronic absenteeism declined modestly; English learner progress and science points were discussed as new measures.
Cassie Lane, the district coordinator of data and assessment, walked trustees through the newly released 2024–25 California School Dashboard and its new growth measures.
Key takeaways she presented: the elementary district was 34.1 points below ELA standards but improved 7.2 points from 2023–24 (yellow overall); elementary math averaged 51.8 points below expectations (orange) and largely held performance steady; high-school CAASPP results showed declines for several student groups. Lane explained the new growth indicator, which compares students to state cohort expectations, and said fourth through eighth graders showed average growth levels a few points above expected growth in some measures, while 77.2% of students improved their scores year-to-year in one metric.
Lane also reviewed science points (a new metric) and English learner progress (LPAC-based growth categories). On disciplinary and engagement indicators, the elementary suspension rate fell (4.2% of students with at least one suspension) and chronic absenteeism was 11.6% but trending downward. Graduation and college-and-career readiness measures for the high school district were stable or showed modest gains.
Board members asked clarifying questions about how the new growth metric is calculated and how curriculum pilots align to the standards; staff said the new indicator is informational for 2024–25 while districts learn to interpret it and that next year it may be integrated into accountability calculations.
Lane said district teams will continue to use multiple measures (I-Ready, PLCs, SBAC) to refine instruction and support focal student groups.
