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TIDE shows high graduation and dual‑enrollment access but equity and course‑access gaps persist
Summary
TIDE exhibited strong graduation rates (near 100%) and high dual‑enrollment participation (87% of students), but staff reported lower A‑G completion rates than the district, variable state test scores across small cohorts, and completion gaps between socioeconomically disadvantaged and non‑disadvantaged students.
Sequoia Union staff told parents that TIDE, the district's small school model, posts very high graduation rates and broad access to college courses, but staff flagged equity gaps and course access differences that may affect long‑term outcomes.
"TIDE's graduation rate is very strong," Dr. Diana Wilmont, the district's Director of Program Research and Evaluation, said, summarizing three graduating cohorts that recorded two 100% graduation years and a 98.5% rate most recently. Wilmont also noted that A‑G completion rates at TIDE (ranging from about 56% to 63%, most recently 58.5%) are lower than the district average and that small cohort sizes can create large year‑to‑year swings in test proficiency measures.
On academic proficiency and course access, Wilmont said cohort differences in course taking help explain some variation: for example, a smaller share of juniors were enrolled in advanced math or science courses in certain years, and the pandemic reduced hands‑on science opportunities in earlier feeder schools.
College access and pathways: Dr. Elizabeth Chacon said dual enrollment is a core component of TIDE. "Since the opening of TIDE in 2019 through 2025, a total of 433 students have attended TIDE for at least one semester. Of those students, 378, which represents 87%, have enrolled in at least one dual enrollment course," she said. Chacon added that 314 students (about 83% of participants) passed at least one dual enrollment course with a C‑ minus or better. She described delivery adaptations: where computer science enrollment is low, Foothill College reserves seats in online courses and TIDE provides in‑person academic support.
Equity concerns: Chacon presented participation and completion gaps by socioeconomic status: 82% of SED students enrolled in at least one dual enrollment course and 66% of those passed at least one course, compared with 91% enrollment and 77% pass rates for non‑SED students. Chacon said this indicates ongoing equity issues in completion and persistence, even when access exists.
Pathway shifts: staff said the marketing pathway was discontinued after the college discontinued an associated certificate; since 2022–23, enrollment has grown in the Game Design pathway while Computer Science enrollment has declined, though completion rates across pathways were similar in recent periods.
What's next: staff will present additional TIDE program details and recruitment plans during Part 2 of the community webinar and at the Jan. 26 board study session for further public discussion.
