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District assessment update: presenter reports steep ELA decline and math gains, 250 students reclassified as English‑proficient
Summary
Lancaster district assessment director presented 2023–24 results: the district reported a year‑to‑year decline in ELA described in the presentation as 68%, a reported math increase of 67%, a 1.39% increase on summative ELPAC growth and 250 students reclassified as English‑proficient last year.
Cindy Queen, the district director for assessment, integrated technology and multilingual learner programs, briefed the board on 2023–24 student assessment results and accountability metrics.
Queen reviewed the California assessment systems (CAASPP, referred to in the presentation by the CASP/Smarter Balanced names) and explained ELPAC procedures and changes in identification. She told the board that the presentation shows a decline in ELA performance that was described in the slide deck as "a decline of 68%" when comparing the two school years cited; she attributed the figure to the district’s reported year‑to‑year comparison. Queen also reported an increase in math performance that the presentation characterized as "an increase of 67%" in the same comparison.
Queen highlighted subgroup movements: she said American Indian and Native Hawaiian student groups showed gains (the presentation cited an increase for Native Hawaiian students from 10.53% to 18.39% meeting or exceeding standards). Queen noted a district focus on interim assessments and professional learning to support instruction and called reading "a civil right" while emphasizing literacy in early grades.
On English‑learner measures, Queen said initial ELPAC identification practices changed and the district reported a 1.39% increase on summative ELPAC growth; she added that 250 students were reclassified as fluent in English last year. Queen tied these data points to the district’s strategic plan and Local Control and Accountability Plan (LCAP) priorities and said the recently passed bond funds will support school safety and facility improvements tied to district goals.
Ending: Queen said the district will continue targeted academic work, monitoring subgroup results and bringing related updates to future board meetings. The board did not vote on new assessment policy during the presentation.
Note on numbers: several percentages and figures were read from slide content in the presentation; the transcript contains some numeric transcription artifacts. Where the slide wording was quoted in the presentation, the article attributes those figures to the presenter and the slide content.
