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RUSD reports gains in ELA and secondary math; district wins USC/Gates research grant
Summary
Riverside Unified officials reported modest gains on interim ELA screeners and larger gains on some interim math measures, and announced a competitive research partnership with USC and the Bill & Melinda Gates Foundation to study barriers to high‑quality elementary core math instruction.
District staff presented interim assessment data and next steps for instruction and intervention at the Feb. 6 board meeting.
Assistant Superintendent Doctor Sosa summarized FastBridge and interim‑assessment results the district uses to monitor progress. For early reading (kindergarten–grade 1) FastBridge showed a 2 percentage‑point increase for all students, with English learners up 7 points and students with disabilities up 10 points compared with last year's beginning‑of‑year results. Interim standards assessments for elementary ELA showed an 8‑point increase for all students, with low‑income students up 12 points. At the secondary level, Sosa reported a 12‑point increase in interim math performance for all students and large gains for several student groups, including a 33‑point increase for students with disabilities compared with the prior year.
Sosa emphasized instructional shifts the district is making: aligning daily lessons to 'essential standards,' increasing opportunities for student talk and for purposeful independent practice, and providing site leadership teams and teacher leader supports. He highlighted focused work on writing instruction and organization, noting that increases in writing opportunities correlate with stronger ELA performance.
The district also announced it secured a competitive research partnership grant with the University of Southern California and the Bill & Melinda Gates Foundation to study the barriers elementary teachers encounter delivering high‑quality tier‑1 math instruction. "Gates accepted our grant proposal," Sosa said, adding that the project will work with 10–12 schools, involve USC researchers and Great Minds (the district's core‑curriculum publisher), and design professional development tailored to teachers' observed challenges.
Other highlights: dual‑enrollment grades and AP access are increasing. As of December, nearly 3,000 students had registered for AP exams with more than 5,000 exam registrations across the district; dual‑enrollment grades earned were projected to reach roughly 700 for fall and spring term periods. Staff said they will continue monitoring interim windows and share disaggregated school‑level data with the board.
Sosa and principals who addressed the board credited focused planning days, collaboration with math coaches, MTSS liaisons who prepare data for teacher teams, and after‑school targeted programs (e.g., "Falcon Academy") for recent gains.
What's next: the district will continue site leadership professional learning, report interim data disaggregated by site and course, and begin the USC/Gates research partnership work in selected elementary schools.
