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Inglewood USD reports modest CAASPP gains; district leaders highlight targeted strategies
Summary
District leaders said 2024–25 CAASPP results show incremental growth in ELA and science with several schools posting double‑digit gains, while math proficiency remains low; presenters credited curriculum adoption, PLCs and targeted interventions for the progress.
The Inglewood Unified School District on Oct. 1 presented its 2024–25 California Assessment of Student Performance and Progress results, with district leaders framing the scores as evidence of steady recovery and incremental growth since the pandemic. Dr. Bernadette Lucas said the district’s combined 'met or exceeded' rates in English language arts rose to about one‑third of students and that most grade levels showed year‑over‑year improvement.
The presentation, led by Dr. Bernadette Lucas and Dr. Ujima Hosea, framed the results as the product of districtwide curriculum implementation, professional learning communities and sustained intervention. “We are moving student achievement incrementally, intentionally, and purposefully,” Lucas said, adding that growth is “meaningful and significant.” Lucas and Hosea singled out several schools with double‑digit ELA growth and noted the district has regained and exceeded pre‑pandemic performance in some areas.
District officials emphasized the practical steps they attribute to gains: adoption of new ELA and math core programs, classroom coaching, cycles of inquiry, and targeted interventions “by name and by need” for student groups identified as priorities, including African American students, students with disabilities and English learners. Dr. Hosea highlighted implementation supports such as teacher coaching and PLCs that focus on student data and targeted instruction.
Still, presenters were candid about remaining gaps. Lucas said math proficiency is “a ton of work to do,” reporting proficiency under about 20 percent for mathematics, with a larger share of students in the “standard not met” category. Science showed upward trends as well, with presenters citing a roughly mid‑teens proficiency rate and calling for continued STEM supports, virtual and hands‑on labs and partnerships to bolster instruction.
Board members and community speakers responded with praise and questions. Board president Margaret Turner Evans and Vice President Dr. Carlos McGee both commended staff for progress and urged continued public communication of gains to restore community confidence. A chorus of board members and public commenters urged attention to equity‑group gaps even as leaders celebrated districtwide improvements.
The district said next steps include continued implementation of tier‑1 instruction, expanded intervention and tutoring, classroom‑level cycles of continuous improvement and ongoing data summits to monitor progress. Board members did not take action related to the presentation; it was presented for information and discussion.
