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I‑Ready shows modest reading gains; many early‑grade students and some schools remain below grade
Summary
District staff reported 2024–25 I‑Ready results showing a 3‑point year‑over‑year rise in students meeting expected reading growth (57% met growth), smaller gains in math and large shares of early‑grade students below grade level; staff emphasized winter diagnostics and the February ELPAC as next steps.
District data staff presented I‑Ready diagnostic and cohort data to the board on Oct. 22, showing mixed results across grades and schools.
Jenny, who presented the slides, said 57% of students met their annual expected growth in reading for 2024–25, a 3 percentage‑point increase from the prior spring. "For 24‑25 there [are] 57% of students meeting their annual expected growth. That is a 3% increase from the overall percentage compared to spring 24," she said. Jenny noted that many students who met growth began the year below grade level; students three or more grades below made up a significant share of those who nonetheless reached the year’s growth target.
The report flagged persistent early‑grade concerns. Jenny said a striking figure in math was that in the fall baseline 61% of first graders were below grade level; while the district saw fall→spring shifts in both subjects, reading gains were stronger than math. "There are fewer students meeting annual expected growth in math compared to reading," she said, citing only minimal year‑to‑year increases in math growth.
School‑level differences were stark: Northstar Academy showed the highest share of students above grade level in reading and math, while Garfield and Hoover had large proportions of students three or more grades below in one or both subjects. Cohort trend charts showed some grades (notably some middle‑grade cohorts) declining in percent above grade level over a four‑year span; others, such as some primary cohorts, showed improvement.
Jenny also presented analyses by enrollment history at a trustee’s request: students continuously enrolled since kindergarten outperformed peers who entered the district later, and the gap widened this year for some subgroups (for example, socioeconomically disadvantaged students).
Board members asked whether the LCAP growth percentages referenced were year‑to‑year or fall→spring; presenters clarified that some metrics cited were year‑to‑year and that the district will use winter diagnostics and a midyear report to monitor progress ahead of the February ELPAC.
The presentation was received for information; staff said they will return with midyear results and continue winter diagnostics.
