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District equity report: New Haven students score above many peers but chronic absenteeism and program gaps persist
Summary
Coordinator Clint Pucket presented New Haven Unified’s 2024–25 equity report on Oct. 7: NWA achievement fell near the 59th percentile in math and 61st in reading, growth near the 57th percentile, and chronic absenteeism about 16%; program‑enrollment and workforce/student representation gaps were highlighted.
Clint Pucket, New Haven Unified’s coordinator of assessment and evaluation, presented the district’s 2024–25 equity report card at the Oct. 7 board meeting, telling trustees the data show steady academic achievement overall but persistent participation and attendance gaps across student groups.
"In math our students are performing at the 59th percentile," Pucket said, adding reading achievement was at the 61st percentile and measured growth at about the 57th percentile. He presented elementary proficiency estimates of roughly 68% in math and 63% in reading, and reported secondary proficiency near 76% (math) and 84% (reading). ESPback projections included a summer data set showing 38.5% of tested grades met or exceeded standards in the projection sample.
Pucket also emphasized program‑enrollment disparities: some ethnic groups are underrepresented in AP and honors courses relative to their district population share. He urged trustees to use the data to target outreach and support strategies.
On attendance, Pucket reported chronic absenteeism (missing 18+ days or 10%+ of school year) declined but remained notable, with the district around 16% last year. He said suspension and expulsion counts require careful interpretation because small subgroup counts can produce large percentage swings.
Trustees asked for next steps and practical uses of the report; Pucket responded that the report is intended to guide school‑level strategies, inform outreach to under‑represented students in programs such as AP and honors, and support targeted interventions where chronic absenteeism remains high.
The presentation closed with workforce/student representation comparisons showing that Hispanic/Latino staff and teacher percentages differ from student demographics, a point Pucket said the district will continue to address in recruitment and retention efforts.
