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RBUSD presents 2025 California Dashboard: chronic absenteeism improves; subgroup gaps persist
Summary
Assistant Superintendent Allison Garland and Executive Director Roy Lopez Jr. presented the district's 2025 California Dashboard and equity report. The district remains largely green districtwide on several indicators, chronic absenteeism fell from 10.1% to 9.4%, but long‑term English learners and some subgroups remain in lower performance bands.
Redondo Beach Unified School District staff presented the district’s 2025 California Dashboard and the accompanying equity report at the Dec. 16 board meeting, highlighting improvements in attendance and continuing subgroup gaps in academic measures.
Assistant Superintendent Dr. Allison Garland and Executive Director Roy Lopez Jr. explained the dashboard’s status‑and‑change color framework and said RBUSD received a mix of green and higher ratings across state and local indicators. Staff pointed to a districtwide green rating in English language arts and mathematics, while the equity report shows some student groups in lower performance levels: long‑term English learners were placed in the red performance band; African American students and students with disabilities were placed in orange for some measures; socioeconomically disadvantaged students were in yellow on some indicators.
Roy Lopez described how the dashboard combines current status and year‑over‑year change to determine performance color and noted the district’s college‑and‑career indicator improved from green to blue after improved coding in PowerSchool and CALPADS alignment. Lopez said chronic absenteeism declined from 10.1% to 9.4% districtwide and that 10 of 14 grade levels reduced their chronic‑absence rates, with second grade showing the largest improvement.
Dr. Garland emphasized the equity report disaggregates results for 14 student groups and is used to guide LCAP (Local Control and Accountability Plan) adjustments. Planned next steps include targeted attendance monitoring, additional supports for English learners and long‑term English learners, linking IEP work to language reclassification, and continuing LCAP committee work with a midyear review in February and an end‑of‑year review in June.
“Once that cohort of students reclassifies, they no longer take the summative ELPAC,” Garland said, explaining how changes in subgroup composition can affect the English learner indicator year‑to‑year. The board thanked staff for the detailed briefing and asked staff to return with recommended actions tied to the LCAP process.
