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Gilroy Unified reports modest CAASPP gains; district outlines ELPAC reclassification goals
Summary
Superintendent and assessment staff told the board district CAASPP results showed modest year-to-year gains (ELA ~42.45%, math ~32.5%) with notable subgroup movement among socioeconomically disadvantaged students; ELPAC results show roughly 14% at Level 4 for possible reclassification.
District assessment staff presented 2024 CAASPP and ELPAC results to the Gilroy Unified School District board, telling trustees the district posted modest gains but remains below state averages.
Mr. Shru, the assessment presenter, said the district’s 2024 CAASPP results were approximately 42.45% met/exceeded in English language arts and 32.5% in mathematics. He said those figures represent a roughly 2-percentage-point gain in ELA and a 2–3 point gain in math from 2023, while noting the district remains several percentage points below statewide averages. Mr. Shru highlighted grade-level patterns: elementary and early middle grades lag the state average, while some middle- and high-school grades (notably grades 7, 8 and 11 in math) meet or slightly exceed state results.
Superintendent Dr. Muni and assessment staff described a 5-point increase for socioeconomically disadvantaged students in both ELA and math as an encouraging sign but cautioned one year does not make a trend. They emphasized district efforts last year to boost attendance, strategically reduce low-impact programs in favor of targeted interventions, focus professional learning communities on instruction and use universal screeners (STAR, i-Ready) and common formative assessment data to guide interventions.
On ELPAC, staff described the state reclassification criteria: an overall ELPAC Level 4 plus corroborating evidence (near/at grade-level STAR reading scores, teacher evaluation, writing samples and parent consultation). District ELPAC data returned from last spring show about 14% of English learners at Level 4 and roughly 2,580 English learners assessed. Staff said the district aims to reclassify eligible students by December or January where evidence supports it and discussed the operational load of administering the one-on-one speaking component for about 2,500 students during the February–May testing window.
Trustees pressed staff on how much of year-to-year decline in some ELPAC categories may reflect student fatigue or testing patterns, and whether attendance and targeted phonics or small-group instruction are feeding the gains. Staff acknowledged some score fluctuation can reflect test cadence and fatigue, and reiterated plans to focus on attendance, ELD scheduling and ongoing instructional supports.
The presentation did not include immediate board action, but trustees asked for additional cohort and historical data to better understand long-term trends.
