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Modesto City Schools reports improved graduation and college access amid mixed test results
Summary
District leaders told the school board Sept. 29 that preliminary graduation rates rose to 93% for the class of 2025 and dual-enrollment and early-college participation expanded sharply, even as state-standard assessment (CASP) performance showed uneven subgroup results that the district said require targeted work.
Modesto City Schools reported mixed academic trends during the Sept. 29 board meeting, with district leaders highlighting a 93% preliminary graduation rate for the class of 2025 and sharp growth in college-credit opportunities, while urging continued focus on persistent subgroup gaps in standardized assessments.
The presentation — led by senior directors in school leadership, student supports and curriculum — emphasized three major gains: a 5.4 percentage-point increase in A–G completion districtwide, expansion of early-college/MJC courses from 914 to 1,115 students, and a preliminary district graduation rate that rose from 91% to 93% year over year. Tony Lilly, senior director of student support services, noted a district increase of more than 244 students conditionally guaranteed admission through UC Merced’s MAP program.
At the same time, speakers said results on state assessment instruments diverged by subgroup and grade. District staff reported a small districtwide increase on the CASP for grades 3–8 but flagged that African-American students’ outcomes held steady or declined in some measures and that English learners and students with disabilities require sustained, targeted supports. Amanda Shroyer presented cohort data showing the district’s dropout rate fell to 1.7%, well below the California average cited in the presentation (6.3%).
The district also highlighted early-literacy gains: Heggerty phonemic-awareness proficiency rose from 48% to 53% year over year, with notable improvements among students with disabilities (20% to 34%) and English learners. On AP and IB measures, Modesto recorded increased participation and a district AP pass rate of roughly 62.4% after an increase in exams passed.
Trustees pressed for clarification about subgroup differences. Trustee Marks asked why the African-American graduation rate dipped this year; presenters said the change reflected a very small number of students in that cohort and that staff followed up with site administrators to review individual cases. Trustee Lopez requested clarified AP participation rates by subgroup after noticing a year-to-year change in Asian student exam counts; staff agreed to provide a per-capita breakdown.
Several trustees and student representatives also challenged the degree to which single tests capture student learning. Trustee Daly and students said that test scores (CASP) sometimes conflict with other measures — such as AP performance or local course success — and urged the district to include multiple indicators when judging readiness. Superintendent Dr. Petrago said the district will continue to use multiple measures and pledged to report back with additional breakdowns and engagement-focused plans following a 100-day listening process.
Next steps the district outlined include strengthening the instructional core, expanding targeted interventions for English learners and students with disabilities, continuing to grow dual enrollment and early-college pathways, and prioritizing mathematics achievement as a systemwide focus. The presentation closed with a district commitment to deepen family and student engagement so that reforms reflect local needs and experiences.
The board did not take a separate formal action on the student achievement report; trustees asked staff to return with additional detail on subgroup trends and per-capita participation figures.
