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Glendora Unified reports gains on midyear LCAP/dashboard; staff flag rising numbers of students qualifying as homeless
Summary
District presenters said academic indicators are mostly in green/blue, graduation rates have returned to pre-pandemic levels and English learners made notable gains, while McKinney-Vento counts rose to 109 this school year from 85 last year, prompting targeted supports.
Glendora Unified’s educational-services team on Dec. 8 presented its midyear LCAP/dashboard update, telling the board that districtwide academic indicators have moved into the green and blue bands and highlighting progress in English learners, graduation and chronic absenteeism — but also warning of growing student housing instability.
Presenters said the district’s four-year graduation rate is 97.7% and the five-year rate is about 98.1%, figures they described as a return to pre-pandemic levels. Staff reported gains in language arts and math (roughly a 1% increase in language arts and about 4% in math year over year) and noted that most subgroup indicators are no longer in red or orange on the state dashboard.
The team emphasized the rise in students qualifying under the McKinney-Vento definition of homelessness: 33 students in 2023-24, 85 in 2024-25, and 109 in the current 2025-26 school year. "This increase creates this as a significant subgroup that you wouldn't have seen a few years ago on our dashboard," a presenter said, adding that the district clarified residency questions on data-collection forms and increased staff training to identify and support such students.
The district also reported improvement in chronic absenteeism: staff cited an 8.7% chronic absentee rate for 2024-25 (a 2.5% decline from the prior year) and noted Everyday Labs data showing a 6.4% chronic-absence rate as of the meeting. Staff warned that chronic absence remains concentrated among students with disabilities, socioeconomically disadvantaged students and homeless and foster-youth subgroups and said targeted interventions will continue.
Presenters described concrete actions tied to LCAP goals: piloting math-adoption materials with a rubric and spring pilots, continued professional learning (science-of-reading, trauma-informed and restorative practices), expansion of dual-language programs, and new CTE pathway developments (including a culinary CTE designation in 2026-27). Staff also said they are actively reclassifying English learners who meet criteria and had reclassified all but five of last year’s level-four ELPAC scorers as of the meeting.
Trustees praised the work and pressed for clarity on the CCI measure and the math-adoption timeline; staff explained the CCI includes multiple paths to being considered 'college and career prepared' and outlined steps for narrowing adoptions and piloting likely textbooks in spring with recommendations expected by late May.
Board members were scheduled to receive more detailed site-level presentations from principals in coming months and the full LCAP update in June.
