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Newark Unified reports flat CAASPP results; district outlines targeted steps to close opportunity gaps
Summary
Karen Allard presented 2023–24 Smarter Balanced and CAST results showing 44% of Newark students met or exceeded ELA standards and 35% met or exceeded in math, with English learners and Hispanic/Latino students trailing other groups; the district proposed targeted interventions including I‑Ready usage, literacy blocks and multilingual learner strategies.
Karen Allard presented the Newark Unified School District's 2023–24 Smarter Balanced and CAST assessment results to the Board of Education, saying the district recorded 44% of tested students meeting or exceeding standards in English language arts and 35% in math. Allard said the results show persistent opportunity gaps by student group: English learners (495 tested) and Hispanic/Latino students trailed white and Asian peers.
"Forty‑four percent of students met or exceeded standards in ELA," Allard said during the presentation, noting the district administered the Smarter Balanced assessments in grades 3–8 and 11 and the CAST science assessment in grades 3–5, 8 and once in high school. She explained the results include historical context and that the district has largely 'flatlined' in recent years after a short post‑pandemic bump.
The presentation linked outcomes to systems the district wants to revise. Allard said the district is increasing consistent use of I‑Ready personalized reading pathways at elementary sites, implementing 90‑minute literacy blocks and adding 30–50 minutes per week expectations for I‑Ready usage at sites piloting the program. She also described ongoing professional learning for multilingual learner instruction and plans to send a team to the California Association for Bilingual Education conference.
Board members asked for more school‑site breakdowns and for clarity on how unallocated funds—available because one program (DLI) was suspended—might be targeted at English learners, foster youth and low‑income students. Trustee questions focused on fidelity of instruction and assessments: whether I‑Ready usage is mandated or voluntary; how the district will hold schools accountable for the minutes/per‑week targets; and how secondary math pathways will be evaluated moving forward.
Allard and other staff described steps already underway: site leaders visiting each other for professional learning walks, monthly principal check‑ins, expanded supports for special education and crisis prevention trainings for staff. Dr. Angela Walker, identified in the presentation as the district's director of special education, summarized specialized supports and teacher training planned for individualized program (IEP) practices.
Board members suggested operational next steps, including regular school spotlights to report progress and tighter alignment between board goals and site expenditures. District staff committed to returning with school‑level plans and additional data to show how targeted funds will be used and measured.
The board did not take formal action on the presentation; trustees directed staff to bring back site‑by‑site plans and timelines for evaluating the interventions discussed.
