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California Dashboard shows high graduation and improved attendance, highlights gaps for homeless and long‑term English learners
Summary
District staff reported a 96.6% graduation rate, reduced chronic absenteeism to 7.4% and above‑average performance in ELA and math overall; the dashboard also flagged disproportionate outcomes for students experiencing homelessness and long‑term English learners that will trigger county differentiated assistance.
District staff presented the 2024 California Dashboard, walked trustees through state indicators and described next steps for targeted improvement.
Hana Anderson, Director of Innovation, summarized the district’s performance: Rocklin Unified remains above state averages in English language arts and math; the district’s graduation rate rose to 96.6%; and chronic absenteeism fell to 7.4% (state indicators report TK–8 for this measure). Anderson said these outcomes reflect district‑level investments and interventions.
At the same time, Anderson noted that some student groups showed declines or remain in lower performance categories. Students experiencing homelessness and the district’s long‑term English learners each registered red or declining status on multiple indicators. Because a student group is in the red on two state measures, Rocklin Unified is eligible for differentiated assistance through the Placer County Office of Education to analyze root causes and coordinate improvement strategies.
Trustees asked clarifying questions about subgroup sample sizes, how mobility affects year‑to‑year change and the definition of long‑term English learners; Anderson explained the state definition (students who have remained English learners for multiple years) and said the long‑term English‑learner cohort in this report was small (36 students) and concentrated in the upper grades evaluated by the indicator.
Anderson described next steps: continue implementing LCAP actions, target interventions for students in the red indicators, and engage county partners through a continuous‑improvement process. Trustees requested future disaggregated reports linking interventions—such as expanded learning or tutoring—to outcomes for prioritized student groups.
The presentation concluded as an informational update; trustees thanked staff for the analysis and said they expect follow‑up reporting on interventions and progress.
