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District reports mixed academic trends: gains in graduation and EL progress, continued gaps in math and A–G readiness
Summary
District staff presented 2024–25 achievement data showing improved graduation and English‑learner progress but continuing shortfalls in A–G readiness, Math 1 proficiency and students with disabilities; trustees pressed for targeted interventions, equity and anti‑bias work.
District staff presented the Pajaro Valley Unified School District’s 2024–25 student‑achievement results at the Jan. 14 board meeting, highlighting a mix of gains and persistent gaps across subjects and student groups.
Chief data and instruction staff framed the report around A–G readiness, graduation and dropout rates, early‑literacy measures (DIBELS/Lectura), CAASPP/SBAC results, reclassification of English learners and California Dashboard indicators. The presentation noted district gains in graduation rates and English‑learner reclassification, but called out declines or low proficiency in A–G readiness and mathematics, particularly in the Math 1 gateway course and among students with disabilities.
Trustee Flynn opened discussion early with a blunt observation: “Student outcomes don't change until adult behaviors change,” a framing repeated in board remarks urging targeted adult actions to improve supports. Presenters described interventions already under way: GRIT (graduation rate intervention teams), LETRS training for literacy, expansion of Swan/Paradigm Math and a partnership with California Ed Partners to improve the eighth‑to‑ninth grade transition and support Math 1 readiness.
The report singled out subgroup disparities: white students showed higher A–G readiness than Hispanic, English‑learner and students‑with‑disabilities cohorts; long‑term English learners saw notable progress and reclassification increases; chronic absenteeism remained a red‑flag indicator for socioeconomically disadvantaged and unhoused students. Staff said PVUSD qualified for differentiated assistance (state support) because two groups met criteria in multiple LCFF priority areas.
Public commenters and trustees pressed for specificity: deeper looks at special education services, clearer Medi‑Cal billing for mental‑health services, and anti‑bias training to address disparities in suspension and outcomes among Black students and foster youth. Trustee Flynn urged targeted universalism and anti‑bias work for unhoused and foster students.
District next steps include continuing signature instructional practices (teacher clarity, rigorous adopted curriculum, gradual release), rolling out more LETRS and Swan/Paradigm Math implementation, and working with the county office under differentiated assistance.
The board heard public comment and engaged staff on follow‑up actions; trustees asked for more breakdowns of specific schools and timelines to show progress.
Next step: staff will continue implementation of literacy and math interventions and report back with progress updates; the district and county office will collaborate under differentiated assistance.
