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District dashboard: Los Banos Unified posts high graduation rate but test scores remain below state standards
Summary
District leaders reviewed the California School Dashboard data for 2023–24: Los Banos Unified reported a 94.7% graduation rate and declines in English‑learner progress, while ELA and math average scores remain substantially below state standards, prompting targeted improvement plans for subgroups and specific schools.
District assessment and accountability staff presented the 2023–24 California School Dashboard to trustees, explaining how the dashboard combines current‑year and prior‑year data to show both performance and growth across state and local measures.
Dr. Richie summarized key metrics: district ELA performance averaged about 49.5 points below the standard (placing the district in the orange band), while mathematics showed slight growth (about 1.6 points) but remained roughly 84 points below standard. Science appeared on the dashboard for the first time; district students scored about 20.9 points below the standard on that measure. Dr. Richie said English‑learner progress declined 7.1 percentage points to roughly 45.1% of English learners showing growth or maintaining proficiency on state measures.
"We were 49.5 points below standard and we maintained — we didn't decline," Dr. Richie said when describing the ELA results and explained how colors and growth metrics are used to give a quick view of performance and growth. He noted that local comparisons (for example, with Merced City) help the district contextualize results.
Other highlights included a sustained graduation rate of 94.7% — well above the statewide average — and a decline in suspension rates attributable in part to restorative‑practice efforts at some sites. Chronic absenteeism has fallen from post‑pandemic peaks but remains above the district’s target; college and career readiness rose about 3.6% after corrections to course coding at the high schools.
Dr. Richie explained new subgroup reporting (including a separate long‑term English‑learner category for students who have been classified as English learners for seven or more years) and described federal CSI/ATSI status rules; several schools will pursue targeted single‑plan actions to address subgroup disparities.
Trustees asked clarifying questions about measures, cohort definitions for graduation rates and comparisons with neighboring districts. Dr. Richie and staff said they will continue site‑level interventions, update board policy for English learners and incorporate dashboard findings into the district strategic‑plan launch scheduled for early 2025.
Next steps: Site teams will integrate dashboard findings into Single Plans for Student Achievement and targeted supports will be prioritized for schools and subgroups identified for CSI/ATSI interventions.
