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Lynwood reports gains on local indicators but flags 24% chronic absenteeism
Summary
District staff told trustees that local-indicator ratings are largely at implementation levels and graduation/assessment outcomes improved, while chronic absenteeism remains at about 24% and will be a priority for follow-up.
Lynwood Unified School District staff presented their annual Local Control and Accountability Plan (LCAP) local indicators at the June 26 board meeting, reporting high implementation ratings across five chosen priorities but signaling that chronic absenteeism and academic growth require continued attention.
The presentation described the district’s five focus indicators — basic services, standards implementation, parent and family engagement, climate surveys and a broad course of study — and said staff rated those areas at levels four or five (full implementation and stability). The presentation noted Williams compliance for 2024–25: "all courses were taught by properly credentialed teachers" and 100% access to instructional materials and facilities meeting expectations.
Staff reported tested-growth improvements across ELA, math and science compared with recent years, and highlighted college-readiness and career indicators. The district said it reclassified more than 300 English learners during the 2024–25 year and that dual-enrollment participation increased, with roughly 185 students earning college credit.
Attendance data drew pointed scrutiny: staff said average daily attendance rose to 91.48% while chronic absenteeism — defined during the presentation as missing 10% or more of the school year — stood at about 24.5%. Board members pressed staff for follow-up, calling for a study session and a campaign to reengage students. One board member said she wanted the data and the campaign to be priorities for the new superintendent and urged extra focus on relationship building and community outreach.
District staff credited community school case managers, attendance clerks and outreach for much of the decrease from earlier years and agreed to bring a deeper data review to a future study session. Trustees also discussed evaluating consultants (including one for math) to ensure programs produce expected results.
The presentation concluded with next steps: posting progress to the California Dashboard, sharing results with school principals and LCAP committees and scheduling further data reviews.
Key takeaway: The district reports measurable gains in several indicators but trustees and staff agreed to prioritize chronic absenteeism and targeted program evaluation in coming meetings.
