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Gilroy Unified shows mixed 2025 CAASPP and ELPAC results; elementary gains contrast with declines in some secondary grades
Summary
District data release shows about 40% of students meeting or exceeding ELA standards and roughly 32% in math; elementary grades showed gains while eighth and eleventh grades declined in ELA. The district plans targeted PLC interventions and multiple local assessments to track progress.
District assessment director Kermit Shrock presented the Gilroy Unified 2025 results for CAASPP (ELA and math), CAST (science) and ELPAC (English learner progress).
Shrock summarized statewide context before focusing on local results: statewide, about 48.8% met or exceeded in ELA and 37.3% in math; in Gilroy Unified, approximately 40% met or exceeded in ELA and about 32% in math. He described elementary-level gains in several grades but flagged declines at eighth grade and in eleventh-grade ELA compared with earlier years.
On English learner progress (ELPAC), Shrock reported roughly 14.4% of English learners scored at level 4 (well-developed) in the most recent administration and estimated about 46% of ELs made a one-step progress level (or sustained level 4) year over year. He emphasized that listening and speaking subtests tend to outpace reading and writing, and cautioned that reclassification depends on a combination of ELPAC performance and local benchmark measures (STAR, i-Ready, CAASPP where applicable).
Shrock urged the board to use multiple measures to set district goals and to track progress through PLCs, site-level common assessments and periodic interim diagnostics rather than relying on a single annual test. Trustees discussed goal-setting approaches and asked for more grade-level breakdowns and subgroup comparisons; staff agreed to provide additional reporting and to present costed options for targeted supports where gaps persist.
What happens next: District staff will refine subgroup and grade-level reports, return with recommended targets (including reclassification and LP-growth targets), and continue to support school PLCs with diagnostic tools and coaching.
