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Stockton Unified reports midyear LCAP gains and lower DNF rates, highlights AP/dual enrollment growth
Summary
District administrators told the board the midyear Local Control and Accountability Plan is on track, with improvements in graduation rates, AP exam passage and declines in chronic absenteeism and DNF (D/F/No‑credit) rates; staff outlined actions on math instruction, recruitment for IB, and expanded ethnic‑studies offerings.
Stockton — Stockton Unified officials presented a midyear update on the district’s Local Control and Accountability Plan (LCAP) and a broad course‑of‑study report, telling the board the district is on track for implementation and has seen measurable gains in several academic indicators.
Dr. Crystal Andrews, who supports LCAP development, said the midyear snapshot (July–Dec. 2025) shows growth in science, CTE completion, AP exam rates and high‑school graduation metrics, while chronic absenteeism trends are down in aggregate and for specific student groups. “By December 31 we are about 50% through [our expenditures], and so that is, we are on target to meet our expenditures for the end of the school year,” Andrews said.
District curriculum leaders also briefed trustees on the broad course‑of‑study indicator and progress in AP, dual enrollment and IB pathways. Administrators reported an increase to 21 AP courses offered in 2024–25 and noted a 98% AP passage rate cited for the prior year; dual‑enrollment participation with Delta College rose to more than 1,000 students. The district said it is expanding ethnic‑studies sections and that seals of biliteracy and civic engagement are trending upward.
On DNF (D, F, no‑credit) rates, staff reported an encouraging midyear decline from last year’s figures, with the district‑wide midyear DNF at about 20.3% in January versus 24% the previous year. Administrators said math (algebra) and freshman‑level biology are frequent sources of DNF outcomes and described curricular and professional‑development interventions: a math adoption pilot, ‘‘building thinking classrooms’’ pedagogy, pre‑AP algebra for freshmen and summer bridge programs to ease the transition from eighth to ninth grade.
Trustees asked for more detail on parent engagement and how individualized graduation plans are shared. Staff said the plans currently are not integrated into ParentVUE but are available as hard copies and that the district is pursuing better integration with Synergy and other systems.
Why it matters: LCAP progress and DNF trends reflect district efforts to improve equity and outcomes; actions in curriculum, counseling and targeted supports can affect graduation paths for hundreds of students.
What’s next: Staff will provide additional slides and data requested by trustees (including the seal of civic engagement numbers) and continue to report on targeted interventions for math and science.
